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Discerning the essential properties of patterns is an abstract concept. Through the understanding of real things, people extract the essence from them, and discover the regular way of the operation of things, so as to guide people's future practical activities (Tuo, 2024). Patterns are used in all aspects of daily life, and the field of education is one aspect of pattern application (Sun & Zhao, 2024).
Based on biological and psychological evidence, Grossberg proposed several nonlinear dynamical system configurations with novel properties (Jie & Ran, 2023). The network dynamics of the system are modelled by first-order differential equations, and the network configuration is a self-organizing neural implementation of a mode aggregation algorithm (Tiboni & Remino, 2024). On the basis of the idea that neurons organize themselves to adjust to various patterns, Cohoun developed his work on self-organizing mapping (Mahmoud et al., 2024). Huang Yani believed that according to the degree of enterprise participation in school-enterprise cooperation, it can be divided into the following modes, from shallow to deep: enterprise cooperation mode, school-enterprise joint training mode, and school-enterprise entity cooperation mode. At the same time, she pointed out the school-enterprise cooperation mode (Xiao & Zeng, 2021). Xiao & Zeng (2021) took application-oriented undergraduate universities as an example, and on the basis of analyzing their production-education combination model and its influencing factors, combined with existing research on production-education combination models and industry-university-research cooperation, they concluded that there are four modes, namely the R&D mode of industry-education combination, the co-construction mode of industry-education combination, the project traction mode, and the aptitude training and exchange mode. Chen Minwei understands the combination of production and teaching as an organic whole formed by the combination of the education system and the industrial system (Soltaninejad et al., 2024). Luo Ruzhen described the combination of production and teaching as a special organizational form different from pure education and industry (Xu & Zhang, 2021). Allan Klingstrom stated that the aptitude training mode of the combination of production and teaching is a way of educating people that closely integrates enterprise production and teaching content (Mu, 2020). Jon Whittle and others argued that the rapid and stable development of vocational colleges should meet the following two conditions: one is to comply with the laws and logic of their own development; the other is to comply with the laws of market economic development (Sizer, 2021). Harald Knudsen wrote that the quality of the aptitude training model of the combination of production and teaching in vocational colleges depends largely on the existence of inseparable connections between relevant stakeholders (Ratnasar et al., 2020).
On the issue of the relationship between “production” and “education,” in the order of aptitude transmission, the relationship between the two is the relationship between import and export; industry is the import unit of technical aptitudes, and vocational education institutions (colleges) are the export units of technical aptitudes. These cooperate and promote each other. The combination of production and teaching aims at cultivating technical aptitudes (Zhen & Bărbulescu, 2024).