创造性是人类迎接未知世界挑战、实现可持续发展的必备素养。培养具有创造性的青年一代是包括职业教育在内的教育改革的重要任务。当前我国职业教育由规模扩张转向质量发展，培养创造性的技术技能人才具有重要的意义。这也对职业教育的人才培养模式提出了挑战。深入了解职业院校学生职业创造性的现状、特点和影响因素及其作用机制，是职业教育人才培养模式改革和完善的基础性工作。本研究采用COMET职业能力测评方案评价职业院校学生的职业创造性，问卷调查法搜集教育过程的核心参数，具体针对以下问题展开系统研究：（1）职业创造性具有哪些潜在特征？（2）职业创造性与职业能力有什么关系？（3）哪些因素对职业创造性产生重要影响，其作用机制如何？
理论研究部分，在比较职业创造性评价方法和进行学生创造性影响因素元分析的基础上，依据设计导向思想、创造力系统、自我决定和情境学习等理论，构建职校学生能力发展影响因素模型和职业动机模型；结合COMET能力模型，提出职业创造性影响因素的多层次框架和相应的研究假设。实证研究部分，开展COMET职业能力测评，采用开放式情境性综合任务评价职校学生的职业创造性，同时进行问卷调查搜集影响学生能力发展的参数。职业创造性内外影响因素问卷的开发参考大规模能力评价项目的成熟量表，经预测检验质量。背景问卷由职业动机，学校、实习和校企合作环境的量表，学校、实习企业、学生个人背景的题项构成。
本研究采用北京师范大学和服务型制造联盟在全国5个制造业相关领域职业院校开展的学生大规模职业能力测评项目的数据。数据分析采用潜类别模型表征职业创造性的潜在特征、潜剖面模型分析职业动机的潜在类型；综合运用相关性分析、差异分析、多水平线性回归模型、回归混合模型探究与职业创造性和职业动机相关的因素，识别职业创造性的关键影响因素；采用路径分析和结构方程模型分析内外因素对职业创造性的作用机制。
本研究发现，职业院校学生职业创造性的特点表现为：（1）职业创造性整体水平较低，分为“弱创造性”“价值欠缺的创造性”“表面创造性”和“问题导向的创造性”四个类别，分别占比11.6%、18.9%、56.2%和13.3%。近六成学生为“表面创造性”型，呈现“新颖”有余而“价值”不足的特点。（2）不同领域的职业创造性存在差异，在工作（学习）内容抽象化领域的创造性比具象化领域更好。（3）职业创造性潜在特征和外显水平与职业能力显著正相关，职业能力水平限制了职业创造性的“上升空间”。
对影响职业创造性的内外因素的分析发现：（1）职业动机是职业创造性的关键影响因素，职业动机的所有维度（工作兴趣、职业认同与承诺等）都显著正向预测职业创造性。（2）职业创造性受学校背景的影响大于个人背景，受校企合作环境的影响大于单一的学校和实习环境。（3）环境因素不能直接预测职业创造性水平，但通过职业动机间接影响创造性。学校、企业和校企合作环境的影响路径有所不同。
职业动机对职业创造性作用机制的分析发现：（1）学生难以区分认同感和承诺，形成承诺的基础薄弱，职业和企业主导的认同与承诺在群体层面同时存在。（2）不同专业的职业动机存在结构性差异，自动化、机械、汽车和计算机类专业分别表现为绩效导向、兴趣导向、普通的和认同与承诺导向的职业动机。（3）职业动机具有可塑性，高自主性要素是职业创造性的关键动机因素。
综合以上发现，本研究就创造型技能人才培养提出以下建议：一、从加强专业课教师的教学能力建设和探索校企深度协作两方面，为职业院校学生的职业创造性发展创设条件；二、改革现有的职业人才培养模式，建立创造性培养路径，一方面在专业实践中强化职业创造性的培养，另一方面重视激发学生的工作兴趣，促进学生职业认同与承诺的建立与发展；三、采用科学的职业创造性诊断评价方法，提高专家评价法的标准化程度，开展诊断性评价并重视能力的潜在特征。

Creativity is a necessary quality for human beings to meet the challenges of the unknown world and achieve sustainable development. Cultivating creative young generations is an important task of education reform, including TVET. Nowadays Chinese vocational school education is shifting from scale expansion to quality development, and it is of great significance to cultivate creative technical skill talents, which also poses a challenge to the talent cultivation mode of vocational school education. In-depth understanding of the current situation, characteristics, influencing factors and their mechanisms of development of students’ professional creativity in vocational colleges is a fundamental work for reforming and improving the talent cultivation mode of TVET. This study adopted the COMET method to evaluate students’ professional creativity and questionnaire surveys to collect educational processual parameters in vocational colleges and conducted systematic research on the following questions: (1) What are the potential characteristics of professional creativity? (2) What is the relationship between professional creativity and professional competence? (3) What kinds of factors have an important impact on professional creativity and what are the mechanisms of their effects?
In the theoretical research part, based on the comparison of professional creativity evaluation methods and meta-analysis of students' creativity influencing factors, a model of influencing factors of development of vocational school students' competence and a model of vocational motivation is constructed based on shaping-oriented, creativity system, self-determination and situated learning theories. Combined with the COMET competence model, a multi-level framework of influencing factors of professional creativity and corresponding research hypotheses were proposed. In the empirical research part, COMET method was conducted to evaluate students’ professional creativity in vocational colleges using open-ended contextual comprehensive tasks, backgroungd questionnaire were conducted to collect the core parameters affecting development of students' competence. The questionnaire on internal and external influences on professional creativity was developed with reference to the proven scales of large-scale competence assessment programs, which was tested for quality by pretesting. The background questionnaire consisted of scales for vocational motivation, school, internship and school-enterprise cooperation environment, and items on school, internship enterprise, and students' personal background.
This study used data from a large-scale competence diagnostic conducted by Beijing Normal University and the Service-oriented Manufacturing Alliance for students in five major areas of manufacturing in vocational colleges nationwide. The data were analyzed using latent class analysis to characterize the potential characteristics of professional creativity, latent profile analysis to analyze the potential types of vocational motivation. It applied correlation analysis, difference analysis, multilevel linear regression models, and regression mixed models to explore the factors related to professional creativity and vocational motivation, and identify key influencing factors of professional creativity. Path analysis and structural equation models were used to analyze the mechanisms of effects of influencing factors on professional creativity.
It found that the characteristics of professional creativity of students in vocational colleges are: (1) Students’ professional creativity is low, and is divided into four categories, namely, weak creativity, value-deficient creativity, superficial creativity and problem-oriented creativity. The percentages of the four categories are 11.6%, 18.9%, 56.2% and 13.3% respectively. Nearly 60% of the students had "superficial creativity", showing the characteristics of "novelty" but not "value". (2) There are differences in professional creativity in different domains, with better creativity in the concrete work (learning) content than abstract. (3) The potential characteristics and the level of professional creativity are significantly positively related to professional competence. The level of professional competence limits the "upward mobility" of professional creativity.
The analysis of internal and external factors affecting professional creativity found that: (1) Vocational motivation is the key influencing factor of professional creativity, and all dimensions of vocational motivation, for example, work interest, professional identity and commitment. significantly and positively predict professional creativity. (2) Professional creativity is more influenced by school background than personal background, and more influenced by school-enterprise cooperation environment than single school and internship environment. (3) Environmental factors cannot directly predict professional creativity, but can indirectly influence creativity through vocational motivation, and the paths of influence vary among school, enterprise and school-enterprise cooperation environments.
The analysis of the effect mechanism of vocational motivation on professional creativity found that (1) Students have difficulty in distinguishing between identity and commitment, and the basis for forming commitment is weak. Occupational and professional-oriented identity and commitment coexist at the group level. (2) There are structural differences in vocational motivation in different majors. Automation, Mechanics, Automatization and Computer majors showing performance-oriented, interest-oriented, general, identity and commitment-oriented vocational motivation respectively. (3) Vocational motivation is plastic, and the high autonomy element is a key motivational factor for professional creativity.
Summing up the above findings, this study proposes the suggestions for the cultivation of creative technical skill talents, as following. Firstly, to create conditions for development of professional creativity of students in vocational colleges from two aspects, strengthening the teaching competence of teachers and exploring deep collaboration between schools and enterprises. Secondly, to reform the existing vocational talent cultivation mode and establish a creative cultivation path, we should strengthen the cultivation of professional creativity in professional practice, and pay attention to stimulating students' work interest and promoting the establishment and development of students' professional identity and commitment. Thirdly, we should adopt scientific methods of professional creativity diagnosis and evaluation, improve the standardization of expert evaluation, carry out diagnostic evaluation and pay attention to the potential characteristics of competence.