随着海峡两岸高职教育合作的进一步推进，“校校企”和“分段式”人才联合培养模式顺利在两岸高职院校中开展。学习倦怠作为一种反映当代高职学生的消极学习心理，直接关系到两岸高职教育合作所培养出来的人才质量。在“校校企”高职人才培养模式执行了6年之后，这种模式能否有效地改善高职学生的学习倦怠情况，培养出高素质人才，已经成为两岸各界人士关注的问题。本研究在回顾了国内外相关领域研究文献的基础上，采用问卷调查与个案访谈相结合的研究方法，横断研究和纵向研究相结合的研究范式，对福建省厦门市两所公办院校848名不同专业的闽台生与普通生进行问卷调查，对300名参加短期赴台访学的闽台生与普通生进行三个不同时间点的跟踪调查，并辅以随机访谈，以期发现高职学生的学习倦怠现状，以及赴台短期访学的人才培养模式对高职学生学习倦怠的干预作用，并在此基础上提出完善“校校企”高职人才联合培养模式的建议及在日常学生管理与教学工作中的应对学业倦怠的有效对策。本研究得出的结论如下：（1） 高职学生存在一定的学习倦怠现象，就学习倦怠各维度得分而言，从高到低依次为行为不当、情绪低落和成就感。（2） 高职学生的学习倦怠存在人口统计学差异，具体表现在：在性别方面，学习倦怠的情绪低落维度和成就感低维度上存在显著差异，男生在情绪低落维度上显著高于女生，女生在成就感低维度上显著高于男生。在年级方面，学习倦怠的情绪低落维度、行为不当维度及倦怠总分均存在显著差异，三年级学习倦怠情况最严重，最轻的是一年级。在是否独生子女方面，学习倦怠的行为不当维度、成就感低维度上得分存在显著性差异，非独生子女的情况较为严重。在专业方面，在高职学生学习倦怠的情绪低落、成就感低维度上存在显著性差异，其中理科专业学习倦怠情况较为严重。（3） 短期赴台访学对于改善高职学生学习倦怠情况确实存在显著的效果，尤其是在情绪低落、行为不当维度及倦怠总分上存在着显著的差异。（4） 短期赴台访学对高职学生学习倦怠的干预效果存在一定的时效性，表现为在访学结束后两个月，学习倦怠状况恢复到访学前的水平，成就感低维度是学习倦怠评估的关键维度。

With the further advance of higher vocational education cooperation across the Taiwan straits, "school based" and "segmented type" training mode underway in on both sides of higher vocational colleges to carry out. And learning burnout phenomenon as a reflection of negative learning psychology of the contemporary higher vocational students, directly related to the training of quality talent of the cross-strait cooperation. After more than five years, if this model can effectively improve higher vocational students' learning burnout, effectively cultivate high-quality talent, has come into the view on both sides. This research reviews at home and abroad studies. Then select 848 students of different majors from two public colleges in Xiamen and select 300 students who participate in the short term to Taiwan visiting this year in three different time as tracking survey. At the same time, researcher interviews 20 cases. The purpose of this research is to find out the situation of higher vocational students' learning burnout and the intervention effect of short-term visiting to Taiwan's personnel training mode to learning burnout. On the basis of this ,this research looks forward to perfect the "segmented type", and give suggestions for cultivating talents and the daily management and teaching work to take the ease of student learning burnout.The conclusions are as follows:(1)The learning burnout of higher vocational students doesn’t arrive at the worst level, while we should not optimize the conditions. Among three dimensions, the scores of behavioral unsuitableness is the highest, then are emotional turndown and low personal accomplishment. (2) There are significant demographic differences in learning burnout of higher vocational student, specific performance in gender\grade\one-child or not\major: In terms of gender, there are differences in the level of emotional turndown and low personal accomplishment. Male students are higher than females at the level of emotional turndown and females higher at the level of low personal accomplishment.In terms of grade, there are significant differences in the general burnout. The level of emotional turndown and behavior inadequacy. The learning burnout level of the freshmen is the lowest of all grades.There are significant differences of one-child or not in the level of behavioral unsuitableness and low personal accomplishment. The one-child is lowerThere are significant major differences in the level of emotional turndown and low personal accomplishment. The burnout level of science is higher than liberal arts.(6)There significant differences in the general burnout and the level of emotional turndown and behavioral unsuitableness comparing before with after short-time visiting.(7)The effect of short-time visiting to improve the learning burnout has certain timeliness. It last for about one month.