何計兩相宜結構功能論視角下的中國大陸中職產學合作

Exploring the Mutual Benefits of Cooperation Between Secondary Vocational schools and Industries in Mainland China from the Perspective of Structural-Functional Theory

隨著中國新版《職業教育法》的施行，中職院校校企合作（產學合作）迎來新一輪制度的深化。然而，在實踐過程中卻存在資源對接不均、目標錯位、制度斷裂與認同感缺失等問題，常導致合作「起步易、推進難」。本文以社會學之結構功能論為理論視角，運用Parsons的AGIL模型，聚焦中國蘇州南部三所中職院校的「企業班／冠名班」學徒制方案，透過質性訪談分析校企合作在適應（A）、目標達成（G）、整合（I）、模式維持（L）四個層面的運行情境。本研究結果發現合作初期在政策、設備與場地的快速耦合下呈現「成」的狀態；中期則在現實張力下以「就業為導向」維繫有限的「和」；後期則因結構失衡與文化斷裂而陷入「敗」的局面。進一步而言，「成－和－敗」並非靜態分類，而是制度在不同階段呈現出的流動圖像。研究結果顯示結構功能論雖能有效揭示制度落實的困境，但不足以解釋動態資源博弈與權力互動，仍需輔以場域理論與行動者網絡理論。基於研究發現，本文提出在適應層健全資源轉譯、在目標層建立協商機制、在整合層優化雙導師制、以及在認同層強化文化建構等建議，以期推動中職院校校企合作（產學合作）邁向「兩相宜」的制度重構。

With the enactment of China’s New Vocational Education Law, school–industry cooperation in secondary vocational schools has entered a stage of institutional deepening. Yet, issues such as uneven resource allocation, goal misalignment, institutional fragmentation, and weak mutual recognition persist, often rendering cooperation「easy to initiate but difficult to sustain.」Drawing on structural functionalism and Parsons’AGIL model, this study examines「enterprise-class」apprenticeship programs in three secondary vocational schools in southern Jiangsu through qualitative interviews. Results show a trajectory from initial「success,」driven by rapid policy and resource coupling, to limited「harmony,」sustained by employment orientation, and eventually to「failure,」caused by structural imbalance and cultural rupture. This dynamic illustrates that institutional cooperation is fluid rather than static. While structural functionalism illuminates implementation challenges, it overlooks resource games and power interactions, suggesting the value of field theory and actor-network theory. Practical recommendations include strengthening resource translation, establishing negotiation mechanisms, optimizing dual-mentor systems, and reinforcing cultural construction to foster genuine mutual benefit.