2022年新修订《中华人民共和国职业教育法》指出职业教育是“使受教育者具备从事某种职业或者实现职业发展所需要的职业道德、科学文化与专业知识、技术技能等职业综合素质和行动能力而实施的教育”。“基于工作学习”是职业教育的一种重要学习模式。我国当前开展的中国特色学徒制、产业学院和现场工程师等人才培养模式的实践探索，均体现了“基于工作学习”在职业教育人才培养中的重要地位。

本研究在中国特色职业教育发展语境下，选取宝马BEST项目为案例，深入探讨职业教育领域中基于工作学习的典型特征，试图回答“职业教育的学习过程在学校和工作场所分别是如何进行的？”这一核心问题。研究调查了在校企合作背景下学校提供的基于工作学习的环境，以及该学习环境促进学习的发生过程，对比工作场所学习活动和职业学校中进行的学习，寻找职业教育基于工作学习的发生机制，为职业教育学习环境设计和优化提供理论和实证基础。研究包含三个部分。

首先回顾了国内外有关基于工作学习的研究成果，发现“基于工作学习”强调的“工作”是现代化的工作，是整体化的、以过程为导向的工作，其特点是以工作过程为导向、与具体内容相关、自我引导和以需求为导向，是正式学习和非正式学习的结合。

基于文化—历史活动理论，本研究采取质性研究方法，分别对学校学习和工作场所学习的发生过程进行分析并发现，职业院校通过校企合作，将企业的先进技术、场地设备、文化、课程、师资认证和学生认证等要素引入学校，通过理念认同、师资培训和教学改革等活动，为在学校开展基于工作学习创造了条件。从活动理论视角看，发生在学校这一学习场所的学习活动系统包括了工具调节子系统、行动导向子系统和“学习情境—企业要求”的拓展性子系统。

发生在工作场所的学习活动表现更加内隐，工作与学习是一体化的。学习活动的特点体现在四级矛盾上。初级矛盾常见于新手阶段，主要表现为学校情境与实际工作情境间的差异；二级矛盾体现在个体强烈的学习愿望与企业内劳动分工之间的矛盾，这对个人来说是一种“双重束缚”；技师（能手）往往面临着层次更高的矛盾，随着活动范围的拓展，他们必须与其他成员“打交道”，这个过程产生的矛盾或冲突需要通过“边界对象”进行调节。在现代化工作模式下，资深技师（高手）不仅需要掌握基本的专业能力，还需要多种“综合情境知识”（polycontextual knowledge）。工作场所学习的常见方式为学徒制和多种自我引导式学习，如在实践中学习、在反思中学习、从错误中学习、社会支持学习和充分利用各种学习资源学习等。

本研究发现，学校学习与工作场所学习的主要区别表现在学习特征、学习隐喻和知识逻辑三个方面。在工作场所中，工作经验和技术知识同等重要。专业实践者需要总结、反思和融通在职业工作中所需要的知识，即工作过程知识，工作过程知识的建构与生成离不开真实工作情境。研究发现，基于工作学习的发生机制包含四个阶段和三类学习隐喻，分别是：识别过程（“获得—参与”隐喻）、协调过程（“参与—参与”隐喻）、反思过程（“参与—建构”隐喻）、转换过程（“建构—获得”隐喻）。

基于本研究结论，结合国内外关于“基于工作学习”的相关理论，本研究构建了整合学校学习与工作场所学习的联通性学习框架，包含准备阶段、过程阶段和学习结果三阶段。通过重新设计跨界学习框架，将基于工作学习真正变成一个连续的统一体，为学习者的职业学习和发展创造更为广阔的空间，从而实现学校学习与工作场所学习的无缝连接。

研究建议应增强“基于工作学习”的联通性，打通学校和企业的边界，为学习者提供无缝的学习场所。此外，应根据职业教育人才培养的不同层次，根据“从新手到专家”的职业成长逻辑分层培养，重新设计学习内容，确保与职业发展阶段相匹配。将“基于工作学习”作为职业教育人才培养的重要理论基础和培育模式，加强相关基础研究，根据“职业学”和“学习理论”构建人才培养模式，着重从学习内容、学习场所、配套师资和学习评价等方面筹备。以“职业”的方式重组工作任务，创建具有实践性的学习场所，充分利用行业产教融合共同体，促进政、行、校、企之间的跨界合作，共同为学习者提供具有进阶性、典型性、综合化、多样化的工作任务和学习项目。未来需要进行跨职业的案例比较研究，深入了解不同校企合作和“基于工作学习”的实际效果。采用混合研究方法，验证联通性学习框架的有效性，并根据实际情况进行调整，确保框架的通用性。

The 2022 revised "Vocational Education Law of the People's Republic of China" states that vocational education is "the education aimed at enabling learners to possess comprehensive qualities and action competence required for engaging in a certain profession or realizing career development, including professional ethics, scientific and cultural knowledge, specialized expertise, technical skills, and is implemented." "Work-based learning" is an important learning model in vocational education. The current practices in China, such as apprenticeship with Chinese characteristics, industry colleges, and on-site engineers, all embody the crucial role of "work-based learning" in vocational education and talent development.

In the context of the vocational education in China, this research selects the BMW BEST program as a case study to deeply explore into the typical characteristics of work-based learning in vocational education. This study aims to address the key question: "How does the learning process in vocational education unfold in both school and workplace settings?" The study investigates the work-based learning environments provided by schools under the backdrop of school-enterprise cooperation and explores the processes through which these environments facilitate learning. By comparing learning activities in the workplace with those conducted in vocational schools, it seeks to uncover the mechanisms underlying learning in vocational education. The research consists of three main parts.

Firstly, this study reviews the research findings on work-based learning both Chinese and international research, identifying that "work" emphasized in "work-based learning" pertains to modernized work, characterized by its holistic, process-oriented nature. "Work-based learning" is process-oriented, contextually relevant, self-directed, and demand-oriented, combining formal and informal learning.

Drawing from the Cultural-Historical Activity Theory, this research employs qualitative research methods to analyze the processes of learning in both school and workplace settings. It discovers that vocational schools, through school-enterprise cooperation, integrate various elements from enterprises, such as advanced technology, facility equipment, culture, curriculum, faculty certification, and student certification. Activities like aligning identity, faculty training, and pedagogical reforms create conditions for implementing work-based learning within the school context. From the perspective of Activity Theory, the learning activities system within the school setting comprises the tool-regulation subsystem, the action-oriented subsystem, and the expansive subsystem related to the learning context and enterprise demands.

Learning activities in the workplace are more implicit, with work and learning being integrated. The characteristics of learning activities are reflected in four levels of contradictions. Primary-level contradictions are common during the novice phase, primarily stemming from disparities between the school environment and actual work situations. Secondary-level contradictions manifest in the strong learning desire of individuals conflicting with labor division within enterprises, creating a form of "double bind" for individuals. Skilled workers (experts) often face higher-level contradictions, and as their scope of activity expands, they must interact with other members, with conflicts arising in this process requiring adjustment through "boundary objects." In a modernized work setting, senior technicians (masters) not only need to master basic professional skills but also require diverse "polycontextual knowledge." Common modes of workplace learning include apprenticeship and various self-directed learning methods, such as learning through practice, reflection, learning from mistakes, social support, and making full use of various learning resources.

This study reveals that the main distinctions between school-based learning and workplace-based learning lie in three aspects: learning characteristics, learning metaphors, and knowledge logic. In the workplace, work experience and technical knowledge hold equal importance. Professional practitioners need to genuinely synthesize, reflect upon, and integrate the knowledge required in their vocational work, namely, process knowledge. The construction and generation of process knowledge are inseparable from real work contexts. The research identifies a work-based learning mechanism comprising four stages and three categories of learning metaphors, namely: identification process ("acquisition-participation" metaphor), coordination process ("participation-participation" metaphor), reflection process ("participation-construction" metaphor), and transformation process ("construction-acquisition" metaphor).

Based on these findings and integrating relevant theories on "work-based learning", this study constructs a connectivity learning framework consisting of three stages: the preparatory stage, the process stage, and the learning outcome, to bridge the gap between school-based and workplace-based learning. By redesigning interdisciplinary curriculum frameworks, this work aims to truly unify work-based learning into a continuous, cohesive whole, creating a broader space for learners' vocational learning and development, thus achieving seamless integration between school and workplace learning.

The research recommends strengthening the connectivity of "work-based learning," breaking down the boundaries between educational institutions and enterprises to provide learners with seamless learning environments. Furthermore, it suggests tiered training based on expertise development "From novice to expert," redesigning learning content to ensure alignment with five stages of skill acquisition. To utilize "work-based learning" as a crucial theoretical foundation and talent model in vocational education, it calls for enhanced fundamental research, the construction of talent cultivation models based on "vocational learning" and "learning theories," with a focus on learning content, learning environments, faculty resources, and learning assessments.

The study suggests reconfiguring work tasks in a "vocational" manner, creating practical learning environments, fully leveraging industry-academic cooperation, promoting cross-sector collaboration among government, industry, educational institutions, and enterprises to jointly provide learners with advanced, typical, comprehensive, and diverse work tasks and learning projects. Future research should conduct cross-occupational comparative analyses to gain deeper insights into various school-enterprise collaborations and the practical effects of "work-based learning." It recommends using a mixed research approach to validate the effectiveness of the connectivity learning framework and make necessary adjustments to ensure its applicability.