Firstly, it highly intersects with higher education. Generality and professionalism were originally the controversial concepts in higher education, but now they have been added to the concept of professionalism. Vocational education and higher education, as the interface between the Educational stage and the working stage of students' access to society, used to be relatively clear in content, mode and level, but now they are intertwined in a large range. For example, what kind of education does higher vocational education, applied undergraduate education and professional degrees belong to? Theoretical intervention is needed to clarify the truth.

其二，对基础教育要求增强。过去，职业教育作为一种以身体技术技能熟练为基础的习惯性反应获得，学会后就不用再过多费脑思考，但随着现代技术的发展，操作更加复杂，学习过程不仅是身体的训练，更是脑力的训练。现代技术遵循科学原理，不知原理，技术很难进步，同时技术又是习得的，需要真实环境训练，因此理论教学和实践培训成为职业教育基本的育人方式。既需要接受职业教育的学生有一定的理论基础，更需要根据情况适当延长学习年限，现代职业教育与传统有了很大的不同。

Secondly, there is an increased demand for basic education. In the past, vocational education was a habitual response based on proficiency in physical and technical skills, and once learned, there was no need to think too much. However, with the development of modern technology, the operation became more complex, and the learning process was not only physical training, but also mental training. Modern technology follows scientific principles, and without knowing the principles, it is difficult for technology to progress. At the same time, technology is acquired and requires training in a real environment. Therefore, theoretical teaching and practical training have become the basic methods of vocational education. Students who need to receive vocational education not only have a certain theoretical foundation, but also need to extend their learning years appropriately according to the situation. Modern vocational education is very different from traditional education.

其三，形成校内学徒制教学模式。企业是追求利润的经济组织，而社会人才市场又是开放的，企业一般不再愿意主动去承担职业教育的实践教学责任，而且教育规模庞大，企业就是有意愿也承接不了全部。因此，学校需要建立和发展自己的实训基地，通过自建、政府帮建、企业共建、社会参建等形式，完成规模化的学生实践教学任务。学校仅靠“双师型”教师无法承担这些任务，需要一批来自企业的全职或兼职教师。学校内部开展的学徒制，主要着眼于共性基础或特色教学，许多生产一线的内容还是尽量与企业合作，这就需要政府搭台，构建教育与产业、学校与企业的共同体。学徒制模式在学校、企业的大规模双场景开展，是今后职业教育的常态，也就是现代学徒制。

Thirdly, establish an apprenticeship based teaching model on campus. Enterprises are economic organizations that pursue profits, and the social talent market is open. Generally, enterprises are no longer willing to take the initiative to undertake the practical teaching responsibility of vocational education, and the scale of education is huge. Even if enterprises have the will, they cannot undertake all of it. Therefore, schools need to establish and develop their own practical training bases, and complete large-scale student practical teaching tasks through self construction, government assistance, enterprise co construction, social participation, and other forms. Schools cannot undertake these tasks solely by relying on "double qualified" teachers, and require a group of full-time or part-time teachers from enterprises. The apprenticeship system carried out within schools mainly focuses on common foundations or characteristic teaching, and many production frontline content still strives to cooperate with enterprises. This requires the government to establish a community between education and industry, as well as schools and enterprises. The apprenticeship model is carried out in large-scale dual scenarios in schools and enterprises, which will be the norm in future vocational education, that is, modern apprenticeship.

其四，贯穿于终身学习之中。科技发展和产业变革，使得职业处于不断变化中。一个人从小就应该结合自己的个性特征接受一定的职业倾向、职业意识教育和一般性社会技能教育，在高等教育中除提高专业能力外也要注重培养相关的工作通用技能，在工作后更是要结合岗位需求不断提高业务能力和成长性工作技能。由此可看出，职业教育和技术技能学习已经突破了原来狭隘的概念，将伴随人的一生。

Fourthly, it runs through Lifelong learning. The development of technology and industrial transformation have kept careers constantly changing. A person should receive certain vocational orientation, vocational awareness education, and general social skills education based on their individual characteristics from a young age. In higher education, in addition to improving professional abilities, it is also important to focus on cultivating relevant job general skills. After work, it is necessary to continuously improve professional abilities and growth work skills based on job requirements. From this, it can be seen that vocational education and technical skill learning have broken through the narrow concepts and will accompany people throughout their lives.

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