The Internal Logic and Operational Mechanism of School-Enterprise Task Co-construction: A Case Study of an Intelligent Manufacturing Program

Vocational education must reconcile occupational requirements, curricula, skills competitions, and vocational certificates, yet these sources often operate in parallel. Course articulation remains weak and enterprise participation is frequently peripheral. Taking typical work tasks as a common mediating object, this study develops a school-enterprise task co-construction mechanism based on literature analysis, action research, case analysis, expert consultation, and reform practice in an intelligent manufacturing program. The mechanism comprises five linked processes: joint translation of standards, task co-construction, collaborative development of learning scenarios, evidence-based joint assessment, and iterative co-governance. It converts occupational, competition, and certification requirements into a curriculum competency map and a progressive task chain, linking curriculum development, teaching, assessment, and collaborative governance. Evidence from the pilot indicates that competition tasks and rubrics can be incorporated into regular teaching, work-process connections among courses can be strengthened, and enterprises can move from providing equipment, lectures, and internships to participating in task development, key teaching activities, and quality assessment. The mechanism offers a transferable method for vocational programs involving complex work processes and cross-module competence. Its effective operation depends on maintaining curriculum goals, clarifying benefits for enterprises, and improving teachers’ capacity to translate workplace practice into learning.