近日，山东一份具有"破冰"意义的文件正式出台。随着《山东省普通高中和中等职业学校学生互转实施 办法》（以下简称《实施办法》）的公布，公众长期关注的职普融通终于从理念倡导走向落地实施。 《实施办法》明确，山东省各市结合实际，确定一定数量的全日制普通高中和全日制中职学校作为互转 学校，学生可在普高与中职之间相互转学，转学后不适应的学生可申请转回原学校。 为什么转？怎样转？如何保证互转效果？围绕这些问题，《实施办法》作了明确而具体的规定。 关于出台背景，《实施办法》提出，"促进高中阶段教育多样化发展，丰富学生成长成才路径，满足人 民群众和经济社会多元化的教育需求"。普通高中和中职学校同属高中阶段教育，在培养目标、培养方 式和学生"出口"方面，各有侧重。"但是，长期以来两者间各自独立、沟通不畅的情况，在一定程度上 不利于学生多样化选择和成长。"在《实施办法》的政策解读中，山东省教育厅这样概括。 对此，北京师范大学中国教育与社会发展研究院首席专家、教授张志勇评价："山东省此次出台《实施 办法》，是回应时代需求、落实国家政策的必然之举，是深化高中阶段教育教学改革、育人模式创新的 重要举措，从省级层面打破了长期以来普通高中 ...

高中、中专之间可以互相转学了。 推动普职互转，赋予学生二次选择的机会，留下更多试错的空间，不仅是缓解公众焦虑，进而优化基础 教育生态的要求，也是适应社会经济发展对高技能人才需要的必然选择。 过去，职业教育常被视为"兜底教育"，生源多是中考筛选后的"剩余群体"，这种状况如今显然已经难以 满足产业升级需求，迫切需要构建普职互转政策的落地机制，让不同禀赋的学生都能找到适合自己的成 长赛道，实现教育供给与产业需求的精准匹配。 当下，一体化设计中职、高职专科、职业本科相衔接的职业教育体系，成为职业教育改革的方向。伴随 着职教高考制度的建立、职业本科教育快速发展，高职专科不再是职业教育学历终点，职校生也可以读 本科甚至继续深造，这不仅进一步打破了学生成长天花板，提升了职业教育的吸引力，也有利于满足产 业发展对高层次技术技能人才的需求。 推动普职互转，打通升学"断头路"的同时，是要进一步搭建成长"立交桥"，赋予学生多元选择权利。各 地建设综合高中，推动普职互转的探索，同样备受期待。但从实践情况来看，还有不少问题需要着力破 解。 近日，山东省教育厅印发《山东省普通高中和中等职业学校学生互转实施办法》，明确一定数量的全日 制普 ...

2025.11. 20 本文字数：944，阅读时长大约1.5分钟 来源 | 央视网 互转原则上在县域内 进行， 不得跨市域进行 ； 中职转高中，可安排在高一上、高一下学期末进 行；高中转中职，可安排在高一上、高一下 和高二上学期末 进行。转学后不适应的学生可申请转 回原学校。 转学一般转入对等年级，与同届学生同时毕业。在升学时， 以转入学校的学生身份参加高考报 名。 一图读懂↓↓ 搭建人才成长立交桥 9 9 山东省 普通高中和中等职业学校学生 互转实施办法 一、出台背景与意义 国家导向：促进职普融通,构建贯通衔接的现代化育人 体系。 · 现实需求:满足学生多样化发展需求,丰富成才路径。 · 改革目标:深化育人方式改革,提高高中阶段教育质量。 · 核心理念:以学生为本,尊重选择,促进公平。 二、适用范围与基本原则- 适用对象:全省全日制普高、中职在籍学生(含综合高 中班）。 · 三大原则 自主自愿:尊重学生和家长的意愿与选择。 双向流动：普高与中职之间学生可相互转学。 学分互认:实现学习成果的科学认定与衔接。 三、职责分工(省-市县-校联动) · 省教育厅: 定政策、抓监督、总指导。 。市、县（市、区）级教育行 ...

山东出台普高与中职学生互转办法 互转不得跨市域，明年一月一日起施行 为推动高中阶段教育多样化发展，以职普融通拓宽学生成长成才通道，近日，山东省教育厅正式印 发《山东省普通高中和中等职业学校学生互转实施办法》（以下简称《办法》），系统构建普通高中和 中职学校学生互转的制度体系，有效打破中职转高中"没通道"、学分互认"缺依据"等现实困境，为学生 提供更加灵活、多元的成长路径。据了解，《办法》将于2026月1月1日起施行。 《办法》规定，各市按照"一对一""一对多""多对多"的形式，确定一定数量的全日制普通高中和全 日制中职学校作为互转学校，互转学校的学生按照《办法》进行互转。互转原则上在县域内进行，不具 备条件的可在市域内统筹，不得跨市域进行。《办法》适用对象为全省全日制普高、中职在籍学生（含 综合高中班），坚持"自主自愿、双向流动、学分互认"原则，尊重学生选择权，确保学生转得进、学得 好、有发展。 《办法》清晰规划了普通高中和中职学校学生互转的实施路径。在转学时间上，充分考虑教学实际 与学生发展需求，中职学生转入普通高中可在高一第一学期末、第二学期末申请；教育部印发的《中等 职业学校学生学籍管理办法》规定，"普 ...

□ 刘敏 2024年9月，习近平总书记在全国教育大会上强调，要"紧紧围绕立德树人根本任务，朝着建成教育强国 战略目标扎实迈进""构建职普融通、产教融合的职业教育体系，大力培养大国工匠、能工巧匠、高技能 人才"。习近平总书记的重要讲话不仅为新时代教育事业的发展指明了方向，也为职业教育的发展提供 了重要指引。 职业教育是教育体系的重要一环，承载着培养高素质技术技能型人才的重要使命。它不仅是提升国家竞 争力的重要路径，也是推动经济社会持续发展的重要动力。近年来，党中央对职业教育的重视程度之高 和推动职业教育改革发展的力度之大前所未有。《国家职业教育改革实施方案》《关于推动现代职业教 育高质量发展的意见》《关于深化现代职业教育体系建设改革的意见》《职业教育产教融合赋能提升行 动实施方案(2023—2025年)》等一系列重要政策文件密集出台，为职业教育改革发展搭建了"四梁八 柱"，进一步完善了职业教育改革发展的制度保障体系，有力地支撑了职业教育的高质量发展。2022年 新修订的《中华人民共和国职业教育法》，以立法方式明确了职业教育是与普通教育具有同等重要地位 的教育类型，为推动职业教育从"层次"到"类型"转变提供了法律 ...

Core Points - The article discusses the establishment and development of comprehensive high schools in China, which integrate general high school education with vocational training, providing students with diverse educational pathways and opportunities for personal growth [6][8][10]. Group 1: Reasons for Establishing Comprehensive High Schools - Comprehensive high schools aim to meet the diverse developmental needs of students and help them find suitable career paths [8][10]. - In Guangzhou, the introduction of comprehensive high schools was a response to the high admission scores for public high schools, allowing students to register for general high school status through a unified entrance examination [8][10]. - The initiative is part of a broader educational reform outlined in national planning documents, emphasizing the importance of providing satisfactory education to the public [6][8]. Group 2: Implementation and Structure - The comprehensive high school model combines cultural knowledge and vocational skills, allowing students to choose their educational paths based on their interests and academic performance [6][10]. - In 2024, the number of students enrolled in comprehensive high schools in Guangzhou increased from 1,100 to 1,514, indicating growing interest and demand for this educational model [10]. - Different regions, such as Ningbo and Chengdu, have adopted various approaches to implementing comprehensive high schools, including joint operations between general and vocational schools [10][11]. Group 3: Curriculum Integration - The curriculum in comprehensive high schools integrates general education with vocational training, creating a new educational framework that enhances students' learning experiences [12][13]. - Students participate in vocational experience classes, which allow them to explore their interests and gain practical skills [12][13]. - The curriculum is divided into three stages, with the first two focusing on integrating general and vocational courses, while the final stage is tailored to individual student choices [12][13]. Group 4: Teacher Resource Sharing - Comprehensive high schools have established mechanisms for sharing teaching resources between vocational and general education teachers, enhancing the quality of instruction [16][17]. - Teachers from vocational backgrounds are being trained to adapt their teaching methods to meet the needs of comprehensive high school students [18][19]. - The integration of teaching staff aims to break down barriers between vocational and general education, fostering a more cohesive learning environment [19][20]. Group 5: Student Enrollment and Academic Pathways - Comprehensive high schools offer flexible enrollment options, allowing students to switch between vocational and general high school statuses based on their academic performance and interests [21][23]. - Students have multiple opportunities to convert their academic status, with specific criteria and assessments in place to ensure fairness and transparency [21][23]. - The model encourages students to make informed decisions about their educational paths, reflecting their evolving interests and capabilities [24][25].

Core Viewpoint - The establishment of comprehensive high schools in China aims to meet the diverse development needs of students, allowing them to choose suitable educational paths that combine academic and vocational training [6][7][9]. Group 1: Reasons for Establishing Comprehensive High Schools - Comprehensive high schools are designed to address the anxiety of students and parents regarding educational pathways, particularly in regions where access to traditional high schools is limited [7][9]. - The initiative is part of a broader educational reform to provide a more flexible and diversified educational system, as highlighted in national planning documents [6][9]. - The model allows students to transition between vocational and academic tracks based on their interests and academic performance, thus promoting personalized education [6][10]. Group 2: Implementation and Structure - In 2024, Guangzhou initiated a pilot program for comprehensive high schools, expanding from 5 to 1514 students, indicating a growing acceptance of this educational model [9][10]. - Different regions, such as Ningbo and Chengdu, have adopted unique approaches to implementing comprehensive high schools, with Ningbo expanding from 8 to 22 schools and Chengdu integrating vocational and academic resources [9][10][11]. - The curriculum is designed to blend academic and vocational training, with a focus on practical skills and career readiness [11][12]. Group 3: Curriculum Integration - The curriculum in comprehensive high schools includes both academic subjects and vocational training, allowing students to explore their interests while receiving a solid educational foundation [11][12]. - Schools like Tianfu New District Comprehensive High School offer a structured three-phase curriculum that evolves from foundational knowledge to specialized vocational training [11][12]. - The integration of vocational courses, such as data-driven video production, provides students with hands-on experience and practical skills relevant to the job market [12][14]. Group 4: Teacher Resource Sharing - Comprehensive high schools utilize a teacher resource-sharing model, where vocational and academic teachers collaborate to enhance the educational experience [14][15]. - Schools are encouraged to recruit high-quality teachers from both vocational and academic backgrounds to ensure a well-rounded educational approach [15][16]. - Training programs for teachers are implemented to help them adapt to the unique needs of comprehensive high school students, ensuring effective teaching methods are employed [17][18]. Group 5: Student Enrollment and Academic Transition - Comprehensive high schools provide students with opportunities to switch between vocational and academic tracks, with specific criteria and assessments in place to facilitate these transitions [19][20]. - The policy allows for multiple opportunities for students to change their academic status, reflecting the understanding that student interests and capabilities may evolve over time [21][22]. - The flexibility in academic pathways is designed to empower students to make informed decisions about their futures, whether they choose to pursue vocational training or academic qualifications [23][24].

Core Viewpoint - The article discusses the importance of comprehensive high schools in providing diverse educational pathways for students, bridging the gap between general and vocational education, and allowing for a more personalized approach to learning [1][2]. Group 1: Educational Structure - The current education system divides students into general education and vocational education after the high school entrance examination, which may not align with their interests or strengths [1]. - Comprehensive high schools aim to break the boundaries between vocational and general education by offering both cultural knowledge and vocational skills [1]. Group 2: Curriculum Development - Comprehensive high schools are encouraged to establish inter-school curriculum cooperation mechanisms to better meet the diverse developmental needs of students [1]. - The article emphasizes the need for a variety of courses to cater to students' different interests and potentials, suggesting that a single school's course offerings may be insufficient [1]. Group 3: Teacher Quality and Training - The quality of teaching staff significantly impacts the effectiveness of the curriculum, and comprehensive high schools should facilitate the free movement of teachers across different types of schools [2]. - Regular targeted training for teachers in comprehensive high schools is recommended to enhance teaching effectiveness and adapt to the unique characteristics of these institutions [2]. Group 4: Student Development - Comprehensive high schools should actively guide students in recognizing their strengths and potential, which is crucial for making informed decisions about their future education and career paths [2]. - The article highlights the need for systemic reforms to overcome existing challenges in the development of comprehensive high schools, aiming for innovative educational models that cater to every child's needs [2].

Core Insights - Higher education plays an irreplaceable strategic role in achieving Chinese-style modernization, facing short-term rigid shortages and long-term severe surpluses in degree resources due to fluctuating school-age population sizes [1] Group 1: Challenges and Strategic Planning - The province of Jiangsu, with 175 higher education institutions and 2.72 million enrolled students, faces significant pressure on degree supply [1] - There is a need for deep structural adjustments to allocate educational resources effectively and address the challenges of resource scarcity [1] Group 2: Resource Optimization - Recommendations include optimizing existing educational space and resources to enhance efficiency and meet peak demands [1] - Strategies involve gradual renovation of old campuses, establishing student-oriented resource allocation mechanisms, and dynamically configuring idle campus resources [2] Group 3: Collaboration and Integration - Strengthening cooperation between educational institutions and enterprises is essential to enhance degree capacity and align education with modern industrial needs [3] - Initiatives include joint establishment of specialized colleges and promoting equipment sharing through corporate donations [3] Group 4: Innovative Educational Models - The traditional single-discipline teaching model is inadequate for current industrial demands; a shift towards a "skills + degree" training model is recommended [4] - Emphasis on practical skills and multi-dimensional learning approaches to better prepare students for future job markets [4] Group 5: Graduate Education and Resource Allocation - The expansion of graduate programs necessitates a diversified training model to balance educational quality and quantity [5] - Establishing a dynamic adjustment mechanism for programs and promoting a "credit bank" system to facilitate flexible learning paths are suggested [5][6]

Core Insights - Jiangsu Province's Changshu City government officials visited Xueda Education Group to understand its personalized education model and discuss future cooperation in vocational education [1][5][9] Group 1: Company Overview - Xueda Education Group emphasizes a personalized education philosophy, focusing on "people-oriented" and "teaching according to individual needs" [1][5] - The company has established a talent cultivation system based on the educational concepts of "achievement, growth, and success" [1][5] - Xueda's vocational school in Changshu has achieved top exam results in the city and ranks highly in Suzhou, showcasing its educational effectiveness [5] Group 2: Industry Context - Changshu City is a key node in the Yangtze River Delta, with a strong industrial base and rapid development in strategic emerging industries such as new energy and information technology [2] - The city has ranked third nationally in the 2025 China Small and Medium Cities High-Quality Development Index, reflecting its economic strength and investment potential [2] - The government is focused on enhancing the resilience of the industrial chain while fostering a new ecosystem for strategic emerging industries [6] Group 3: Educational Strategy - Xueda Education is aligned with national educational reforms aimed at integrating vocational and general education, promoting diverse development paths for students [6][7] - The company is committed to breaking traditional educational pathways and creating a multi-faceted talent development system [6][7] - Xueda plans to leverage its data and research capabilities to provide tailored career guidance for students [7] Group 4: Future Directions - The visit included a tour of a model vocational school in Beijing to gather insights on innovative educational practices and industry collaboration [9][10] - Xueda aims to adapt its programs to meet local industry needs, positioning itself as a "talent cradle" for Changshu's industrial upgrades [9] - The company will continue to innovate in key areas such as professional co-construction and skills training, contributing to the integration of vocational education with regional economic development [9]