改革开放以后，我国高职教育迅猛发展，产教结合、校企合作的人才培养模式也日益成为保障高职教育办学质量的根本途径。目前，在产教结合中还存在着校企合作层次不高，“学校一方热，企业一方冷”、有关政策法规配套建设不足，执行不力等诸多问题。本文从高职教育产教结合机制建设和相关政策研究入手，结合对企业产教结合现状的调查问卷分析，运用职业技术教育学、系统论、博弈论、政策科学等理论和方法，深入研究了我国高职教育产教结合机制的构建，对高职教育产教结合政策的价值取向和执行过程进行了分析，提出在产教结合实施和政策方面的新观点。主要研究内容概括如下。1．探讨高职教育和产教结合产生发展的历史及特点，认为产教结合是高职教育的本质特征，是由传统学徒制演化而来，是从校企民间自发合作过渡到政府官方计划统筹的一个过程，利益驱动是其实质；分析了我国目前高职教育产教结合开展的现状：合作环境有待提高、合作层次有待深入、合作机制有待完善。2．选取德国、美国、澳大利亚和中国台湾四个高职教育产教结合开展具有特色的发达国家和地区作为研究对象，从高职教育产教结合模式特色和相关法规政策建设入手，进行深入比较研究，认为可从几方面进行借鉴学习：行业企业的主导作用、职业资格制度的特色建设、多渠道充足经费投入是合作前提，完备法规政策建设和政府有效管理是基本保障，学生的全面发展是合作的最终目标。我国国情、文化与各国差异迥然，科学理性、因地制宜的借鉴吸收是明智之举。3．结合计划经济与市场经济体制并存的合作环境特点，通过对合作主要参与方（企业、政府和高职院校）的作用和相互关系分析，引用问卷调查统计结果，以均衡各方利益分配为出发点，从外部保障机制和内部合作机制两方面进行高职教育产教结合实施过程的机制构建。认为外部保障机制包括利益（分配）、信息资源服务机制，政府对改善外部保障机制建设严重滞后的现状责无旁贷；内部合作机制包括内部动力机制、保障机制、实施机制（包括专业设置和课程开发机制、教学实施机制、师资建设机制、科研合作机制、合作学习机制）和评价机制，其中科研合作机制和合作学习机制是构建中的重点，也是目前最薄弱环节。同时以我国三所高职院校产教结合实践中的机制建设和模式特点为案例进行研究分析，得到有实践指导意义的启示。4．对改革开放后我国高职教育和产教结合政策的历史发展过程进行了研究，根据不同经济体制时期的特点，把产教结合政策的发展分成起步倡导、立法发展和推行实施三个阶段。归纳出政策发展的特点：政策数量由少至多，内容有所系统化，执行开始规范，理论研究水平逐步增强，总体上还处于“经验”型政策向法制化过渡时期。政策的主要价值取向表现在：突出了市场化导向，强调教育的经济服务功能，而且轻视职业教育的观念明显。政策执行不力的原因主要是由于经费投入严重不足和政策的可操作性差，监控乏力。在高职教育产教结合机制和政策的建设过程中，政府在保障经费的充足投入、引导行业（企业）组织的参与，以及建设完善的产教结合内外部机制和全面系统的政策法规体系方面，始终都是最重要的推动者和服务者。高职教育和产教结合的终极目标是促进学生的“全面发展”。

With the rapid development of higher vocational education since reform and opening up in China, industry-school partnership and cooperation between schools and enterprises have increasingly become the essence for guaranteeing quality of higher vocational education. However, there exist in industry-school partnership such problems as low-level cooperation, enthusiastic schools and indifferent enterprises, insufficient provision and weak implementation of related policies and regulations. Based on the conclusions drawn from analyzing questionnaires, this dissertation explores the industry-school partnership in higher vocational education and related policies. Utilizing vocational education science, systematic theory, game theory and policy theory, the dissertation probes the configuration of industry-school partnership in China, the value orientation and implementation process of related policies. The dissertation concludes with new points of view on the implementation and related policies of industry-school partnership. The dissertation consists of four parts. Part one introduces the history of industry-school partnership in higher vocational education and its features. The author believes that industry-school partnership is the essence of higher vocational education. Evolving from apprenticeship, industry-school partnership evolved from voluntary cooperation between schools and enterprises to government’s official planning driven by interests. Part one also analyzes the current situation of industry-school partnership in China’s higher vocational education and concludes that its cooperative environment needs to be improved, level of cooperation to be deepened and cooperation mechanism to be perfected. Part two takes Germany, U.S.A, Australia and Taiwan as research objects since these four advanced countries and regions have developed their owe features in the field of industry-schools partnership in higher vocational education. This section starts from analyzing features of industry-school partnership models and relevant policies and regulations. Comparing with the above-mentioned countries and regions, the dissertation concludes that China should learn from them from perspectives of leading roles of industrial enterprises, distinctive vocational qualifications system, sufficient funds from various sources as prerequisite of cooperation, complete laws and regulations and government’s efficient administration as the basic guarantee and comprehensive development of students as the ultimate objective. China’s situation and culture are completely different from these countries and regions. It is wise to take advantage of their successful experiences and adjust measures to local conditions. Under the background of coexistence of planned economy and market economy system, part three analyzes the roles played by major participants (enterprises, government and vocational colleges) and the inter-relationship between them. Based on the conclusions drawn from questionnaire statistics and starting from balancing interests of various parties, the dissertation believes that mechanism for implementing industry-school partnership should be configured from two perspectives of external guarantee and internal cooperation. External guaranteeing mechanism should include interest distribution and information resources service. The government should take responsibility for bridging the gap in constructing external guaranteeing mechanism. Internal cooperation mechanism should include internal motivation, guaranteeing, implementation and evaluation mechanisms. Implementation mechanisms should include major arrangements and courses development, academic implementation, teachers training, science and research cooperation and cooperative learning, among which science and research cooperation and cooperative learning are the key points and weak points as well. Part three also took three higher vocational colleges as examples of research on mechanism construction for industry-school partnership and gained meaningful practical indications.Part four studies the development of higher vocational education and the industry-school partnership policies in China. According to different economic systems, the policies were made to advocate industry-school partnership, to make laws and to push the implementation of industry-school partnership. Part four also summarizes the policy development features of increasing number of policies, systematic contents, normative implementation and improved theoretical research. Generally speaking, related policies still undergo from experience-oriented to institutional ones. Policies are directed to respect market needs and emphasize functions of education to serve economy. However in China some people still despise vocational education. The reasons for weak implementation of industry-school partnership lie in insufficient funds, weak workability of cooperation agreements and lack of monitoring and control system. Government is always an important propellant and service provider in guaranteeing sufficient funds, guiding industries or enterprises to participate and building complete external and internal mechanism for industry-school cooperation and making comprehensive and systematic policies and laws and regulations. The ultimate objective of higher vocational education and industry-school partnership is to promote the comprehensive development of students.