新质生产力以科技创新、数字化转型为核心特征，既为职业教育提供了技术支持，也对其人才培养提出了更高的要求。新质生产力以“技术革新—产业升级—岗位重构”为传导链，从理念重塑、教学赋能、实践优化、政策催化四维度驱动职业教育变革。针对当前职业教育定位模糊、政策体系不完备、专业调整滞后、校企协同不足、师资能力欠缺等困境，应构建 “政校企” 协同机制，政府搭平台、学校建互动机制、企业参与培养全流程；推进数智化转型，重构课程、改革教学、建共享资源平台；提升教师技术素养与产业实践能力；构建多元主体、多维度内容的动态评价体系，从而推动职业教育实现内涵式、特色化高质量发展，培育适配新质生产力的高素质技术技能人才。

Characterized by technological innovation and digital transformation as its core features, the new-quality productive forces not only provide technical support for vocational education but also set higher requirements for its talent cultivation. Following the transmission chain of "technological innovation - industrial upgrading - post restructuring", the new-quality productive forces drive the reform of vocational education from four dimensions: conceptual reshaping, teaching empowerment, practical optimization, and policy catalysis. In response to the current predicaments faced by vocational education, such as ambiguous positioning, incomplete policy systems, lagging professional adjustment, insufficient university-enterprise collaboration, and inadequate teachers' capabilities, it is essential to construct a "government-university-enterprise" collaborative mechanism, where the government builds platforms, universities establish interactive mechanisms, and enterprises participate in the entire talent training process. Additionally, efforts should be made to promote digital and intelligent transformation, reconstruct curricula, reform teaching methods, and build shared resource platforms; enhance teachers' technical literacy and industrial practical capabilities; and establish a dynamic evaluation system involving multiple subjects and diverse content. By doing so, we can promote the connotative, distinctive and high-quality development of vocational education, and cultivate high-quality technical and skilled talents suitable for the new-quality productive forces.