襄阳职业技术学院学报

文章基于社会生态系统理论，聚焦校企协同育人视域下高职特殊教育专业学生的岗位能力提升路径，通过解构校企合作模式与特殊教育专业学生岗位能力的耦合关系，揭示校企协同育人机制对学生岗位胜任力与行业需求的动态适配效应。研究提出了“制度协同—能力协同—资源协同”三维提升路径，通过构建政校企命运共同体、开发岗位能力图谱、实施沉浸式实践育人等策略，为特殊教育人才培养提供理论框架与实践范式。

In light of the social ecological system theory, this study delves into the enhancement pathways of the post-capabilities of students majoring in special education at higher vocational colleges from the vantage point of school-enterprise collaborative education. Through a meticulous deconstruction of the coupling relationship between the school-enterprise cooperation model and the post-capabilities of special education majors, it uncovers the dynamic adaptation effect of the school-enterprise collaborative education mechanism on students' post-competency and industry requirements. The study reveals that the post-capabilities of students manifest a four-dimensional structure of "professional skills-teaching practice-core literacy-career adaptation", and their enhancement is constrained by three dilemmas: vocational cognitive biases,insufficient skill stratification, and disrupted connections between posts and courses. Correspondingly, a three-dimensional enhancement path of "system synergy-ability synergy-resource synergy" is put forward. By means of strategies such as establishing a community with a shared future among the government, schools, and enterprises, formulating post-capability maps, and implementing immersive practical education, this study furnishes a theoretical framework and practical paradigm for the cultivation of special education talents.