自2019年职业本科出现，有关其与应用型本科异同的讨论从未停止。研究二者差异“热度”不减的重要原因是，专家对职业本科与应用型本科“应然”的阐释，与教学实践工作开展的“实然”状态并不一致。因此，厘清二者差异是关乎职业本科与应用型本科“应该如何发展”和“如何更好发展”的关键性问题。专任教师是教学的实际实施者，只有了解实际支配教师行动的规则，探析教师“到底在想什么”，才能找到变革理念与教学实践之间的对接点。本文以教学论为理论框架，以普通学校教学论、职业教育教学论、应用型本科高校教学论的相关表述作为理论支撑，对职业本科与应用型本科专任教师在“培养目标理解”、“教学内容与方法选取原则”、“课程组织与实施取向”三个方面的教学理念及其形成的影响因素进行分析，通过比较研究呈现两类学校教学理念异同以及产生异同的影响因素，旨在从“教师教学理念的视角”丰富职业本科与应用型本科异同理论研究，为帮助两类学校教学标准的确立、教学改革的实施提供有效的实证依据。

本文研究确定质的研究范式，通过筛选职业本科与应用型本科专业设置共同目录，确定工程造价、国际经济与贸易、网络与新媒体三个专业的专任教师作为职业本科与应用型本科研究的比较基础，通过访谈法、叙事研究法、观察法、教育比较法进行资料收集和分析。研究结果显示：

职业本科与应用型本科教师对两类学校“教育目的”的认识是围绕“国家政策要求”展开的，在“人才培养目标”表述上有“高素质技术技能人才”与“应用型人才”的不同；在“课程目标”与“教学目标”设定上，均以“学生的职业发展”为来源，以“企业岗位能力与课程对接”方式确定课程与教学目标，而非“学科发展”，说明两类学校是以关注“职业能力发展”为核心的教育类型。

关于“教学内容和方法”，职业本科与应用型本科教师在教学内容选择上注重“理论”，倾向筛选“权威的知识体系”确定教材，以“知识+工作”纵向模式进行教学内容编排。在教学方法的选择与教学内容取向保持一致，在理论教学部分采取传统的讲授法，在实践教学部分采取小组任务、实训、项目等多元化形式。造成两类学校教学理念趋同，主要源于职业本科受“区别高职”的影响，从

“过重的实践”向“强化理论”转变；应用型本科教师受到“区别研究型高校”的影响，从“重理论”向“重实践”转变，但受到“区别高职”影响，又强调“本科高校理论的重要地位”。加之，两类学校教师是通过高等教育培养的研究型人才。因此，两类学校教师在“教学内容和方法”选取均趋向普通学校教学论的“学科发展”理念。

关于“课程组织与实施”，职业本科与应用型本科教师在“目标”职业化与“教学内容与方法”学科化理念影响下，其课程组织方式是普通学校教学论“学科”与职业教育学论中“工作系统化课程”、“工学一体化课程”的杂糅。在课程实施时，理论内容讲授遵循“忠实”原则，按照理论知识体系进行顺序化编排；对实践内容采取“相互调适”原则，由于受“人与物”的影响，即学校实训条件、学生班级规模、教师自身实践能力等因素的限制，采取“调适”原则。

综上述研究结果说明，目前职业本科与应用型本科只是在“培养目标”说法上不一致，在“培养过程”取向上是趋于同质。影响两类学校教师教学理念形成因素主要是“社会认同与学校顶层设计”的社会因素与教师职前与职后经历的个人因素。在与“职业人才培养规律”理论对话中，教师对高考生的学情分析，难以在课程上设计符合“从初学者到专家”职业人才成长规律的发展逻辑结构课程。建议关注职业本科与应用型本科教师教学理念合理化发展，尽快明确职业本科与应用型本科教学标准。

Since the emergence of vocational undergraduate courses in 2019, the discussion about the similarities and differences between him and applied undergraduate courses has never stopped. An important reason for the difference between the two and the research is that experts' interpretation of the "right" of professional undergraduate and applied undergraduate is not consistent with the "real" state of teaching practice. Therefore, clarifying the difference between the two is a key issue related to "how to develop" and "how to develop better" of vocational undergraduate and application-oriented undergraduate courses. Full-time teachers are the actual implementers of teaching. Only by understanding the rules that actually govern teachers' actions and exploring "what teachers are thinking" can they find the connection between the idea of change and teaching practice. This paper takes the teaching theory as the theoretical framework, Taking the relevant expressions of teaching theory of ordinary schools, teaching theory of vocational education and teaching theory of application-oriented undergraduate universities as the theoretical support, Analyze the teaching concepts of professional undergraduate and applied undergraduate teachers and their influencing factors: "understanding of training objectives", "teaching content and method selection principles", and "curriculum organization and implementation orientation", Through comparative research, the similarities and differences in teaching concepts and influencing factors, It aims to enrich the theoretical research of similarities and differences between vocational undergraduate and applied undergraduate from the perspective of "teachers' teaching concept", It provides an effective empirical basis for the establishment of teaching standards and the implementation of teaching reform in the two types of schools.

This paper employs a qualitative research paradigm. By screening the common majors in vocational undergraduate and applied undergraduate colleges, it selects full-time teachers from three majors—engineering cost estimation, international economics and trade, and internet and new media—as the comparative basis for the study. Data collection and analysis are conducted through interviews, narrative research, observation, and educational comparison methods. The study reveals that:

Teachers from both vocational undergraduate and applied undergraduate colleges perceive the "educational purpose" of the two types of institutions as revolving around "national policy requirements." There is a difference in the expression of "talent cultivation goals," with one emphasizing "high-quality technical and skilled talents" and the other "applied talents." In terms of "curriculum objectives" and "teaching objectives", both focus on "students' career development" and determine curriculum and teaching goals based on the "alignment of corporate job positions with the curriculum," rather than "academic development." This indicates that both types of colleges centered their education on the development of "vocational competencies."

Regarding "teaching content and methods," teachers from both types of colleges value "theory" in selecting teaching content, preferring to choose "authoritative knowledge systems" for textbooks, and arrange teaching content in a "knowledge + vocation" vertical model. The choice of teaching methods aligns with the orientation of the teaching content, employing traditional lecturing methods for theoretical teaching and diverse forms such as group tasks, training, and projects for practical teaching.

The convergence in teaching philosophies between the two types of colleges is mainly due to the influence of vocational undergraduate education to "distinguish itself from vocational schools" by shifting from "overemphasis on practice" to "strengthening theory." Applied undergraduate teachers, influenced by the desire to "distinguish themselves from research-oriented universities," move from a "emphasis on theory" approach to a "emphasis on practice" approach, but also emphasize the "important position of theory in undergraduate education" due to the influence of distinguishing from vocational colleges. In addition, teachers from both types of institutions are research-oriented talents cultivated through higher education. Therefore, the selection of "teaching content and methods" in both types of schools tends to align with the "academic development" philosophy of general school teaching theory.

In terms of "curriculum organization and implementation," influenced by the professionalization of "goals" and the academic nature of "teaching content and methods," the curriculum organization method is a blend of the "academic" approach from general school teaching theory and the "systematized work curriculum" and "integrated work-study curriculum" from vocational education theory. During curriculum implementation, theoretical content is taught following the principle of "fidelity," with a sequential arrangement based on the theoretical knowledge system. For practical content, a principle of "mutual adaptation" is adopted, taking into account the constraints of "people and resources," such as school training conditions, class size, and teachers' own practical abilities.

The research findings indicate that currently, vocational undergraduate and applied undergraduate courses are only inconsistent in the statement of "training goal", but tend to be homogeneous in the orientation of "training process". The main factors influencing the teaching concept of the two types of school teachers are the social factors of "social identification and school top-level design" and the personal factors of teachers' pre-service and post-service experience. In the theoretical dialogue with "Law of Professional Talent Training", it is difficult for teachers to analyze the learning situation of the candidates and design the development logic structure course that conforms to the growth law of "from beginners to experts". It is suggested to pay attention to the rationalization development of the teaching concept of professional undergraduate and applied undergraduate teachers, and clarify the teaching standards of professional undergraduate and application-oriented undergraduate as soon as possible.