随着我国产业结构的深化调整和企业竞争力的不断提高，企业对员工的职业能力和综合素质提出了更高的要求，也对职业教育的质量提出了挑战，而校企合作被认为是制约我国当前职业教育质量提高的关键因素。本研究在现代学徒制复兴的国际大背景下，探讨现代学徒制破解我国职业教育校企合作难题的“合理性”、“现实性”和“合法性”问题。　　　围绕着质量、成本、收益、现实、历史与价值六个重点，以现代学徒制有效运作为主线，本文采用内容分析、个案研究、网络数据统计和价值分析等方法，就我国校企合作的困境、现代学徒制的内涵、运行质量、成本与收益，非正式学徒制的需求以及学徒制的历史、价值等进行了研究。研究发现现代学徒制有以下特点：1）现代学徒制能兼顾企业经济利益与人才培养质量，体现工作本位学习的规律；2）现代学徒制运行的总收益大于总成本，不但具有成本效率，而且能够体现“功利主义的正义”；3）现代学徒制能产生广泛的社会效益，解决职业教育校企合作存在的很多困难，如经费短缺、企业合作积极性不高、学生合法权益无法有效保护和岗位学习质量无法保障等；4）现代学徒制能够实现对学校教育的帕累托改进，即减少家庭与个人支付的教育成本，也减少学校与政府承担的教育投入，同时对企业也是更具经济效率的投资方案。5）学徒制还可以促进竞争力不强的中小企业与弱势青年群体的发展，体现社会的公平与正义。　　　以上发现证明了我国实施（或恢复）现代学徒制的“合理性”、“现实性”和“合法性”。“合理性”强调现代学徒制运作的“合规律性”（兼顾企业经济利益与人才培养质量，体现工作本位学习的规律）、“成本效率”（总收益大于总成本）、“社会效益”（解决校企合作的部分难题）与“比较优势”（实现对学校教育的帕累托改进）；“现实性”强调现代学徒制建立在非正式学徒制现实需求基础上的“实践可行性”；“合法性”强调现代学徒制的规则与规范体系在心理层面的被认可（学徒制合法性来源的历史分析）及它所体现的价值（“功利的正义”与“公平的正义”）。因此可以认为，现代学徒制是一种能够有效解决职业教育校企合作部分难题（合理性）、符合社会需求（现实性）与历史传统，并体现社会正义（合法性）的人才培养途径。它在合理利用学校与企业资源，整合学习与工作过程，学校、企业与个人共同分担职业教育成本和获得收益以及促进社会财富重新分配等方面，是一种更优的制度安排；将我国现有的非正式学徒制纳入职业教育体系，升级为现代学徒制，对建立和完善现代职业教育体系具有重要的意义。　　　本文是首次从教育经济学、学习科学和制度建设角度对现代学徒制在我国的有效运作开展的相关探索性工作，它从概念上明确界定了学徒制的内涵，并采用定量方法描述了现代学徒制与一般“校企合作”人才培养模式（狭义）的区别，填补了我国现代学徒制试点研究和非正式学徒制现状研究的空白。同时，通过多种研究方法和工具（如QEK工具、内容分析法、网络数据统计等）的组合使用，保障了数据分析与结论得出的科学性和有效性，以期实现“解释的真实”。

In China, With economic restructuring and adjustment of industrial structure, employees are highly required of innovation capability and overall quality, the quality of vocational education is challenged, and school-enterprise cooperation is considered as key factor for vocational education’s development. In the international background of Modern Apprenticeship rediscovering, the research explores modern apprenticeship "rationality", "reality" and "legitimacy" in solving Chinese school-enterprise cooperation problems in vocational education.　　　Around the six research focuses (quality, cost, benefit, reality, history and value) and the main line of modern apprenticeship’s effective operation, the dissertation uses methods of content analysis, literature data, case studies, network statistics, interviews and value analysis to analyze the modern Apprenticeship connotation, Chinese school-enterprise cooperation problems, modern Apprenticeship’s quality, cost and benefit, informal apprenticeship demands in six city, the source of legitimacy for apprenticeship since 1949 and apprenticeship’s value. Important findings are as followings: 1) Modern Apprenticeship can meet the enterprise’s economic interests and quality of personnel training at the same time, which reflects the laws of work-based learning. 2) Modern Apprenticeship’s total benefit is greater than the total cost, which means Modern Apprenticeship is cost-efficient, and is able to reflect the justice of utilitarian (the greatest happiness of the overwhelming majority of the people). 3) Modern Apprenticeship is capable of producing a wide range of social benefits to solve part of vocational education’s school-enterprise cooperation problems, such as the shortage of funding for vocational education, lack of enthusiasm for enterprises, not effectively protecting the legitimate rights and interests of students, the quality of learning cannot being guaranteed. 4) Modern Apprenticeship is able to achieve Pareto improvement by comparison with school education, such as a reduction in education cost for the families (or individuals), school and government, and increase in benefit for enterprises. 5) Apprenticeship can promote the development of uncompetitive small and medium-sized private enterprises and vulnerable young people, which reflect social equity and justice.　　　The above findings, from the perspective of "rationality", "reality" and "legitimacy" gives interpretation for effective operation of the modern apprenticeship system in China. The “rationality” of Modern apprenticeship stresses on operational regularity (law of work-based learning), cost efficiency (The total benefit being greater than the total cost), social benefits (solving part of problems of school-enterprise cooperation) and comparative advantage (achieving the Pareto improvement by comparison with school education). The “reality”stresses on realistic demand for informal apprenticeship. The “legitimacy”of Modern Apprenticeship stresses on psychological recognition of the rules and norms (apprenticeship historical analysis of the source of legitimacy), and its value ("utilitarian justice" and "fair justice").　　　The final conclusions is that, in the background of Chinese vocational education school-enterprise cooperation, Modern Apprenticeship is an effective personnel training pathways to solve problems of school-enterprise cooperation (rationality), meet the needs of society (reality) and historical traditions and reflect social justice (legitimacy). Modern Apprenticeship is a better institutional arrangement to use resource from schools and enterprises , integrate the process of learning and work, make the participant (schools, businesses, and individuals) to share the cost and benefit of vocational education, and to promote social wealth’s re-distribution from the richer populations to the poor population. Initiatives upgrading informal apprenticeship and putting it to Chinese vocational education system is of great significance to establish and improve the modern system of vocational education.　　　Modern Apprenticeship Research is carried out from the point of view of education economics, learning science and institutional building. The dissertation clearly defines the connotation of the apprenticeship, and use quantitative research methods to describe the difference between Modern Apprenticeship and Chinese school-enterprise cooperation personnel training mode in narrow sense. The dissertation fills the blanks of informal apprenticeship’s development status research and the Modern Apprenticeship pilot project case studies, and uses a variety of methods and tools (such as QEK tool, content analysis, network statistics, etc.) to ensure the authenticity of conclusions and the validity of data analysis, thereby striving "to explain the real".