湖北省职业院校“双师型”教师队伍建设策略研究
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摘要
职业院校“双师型”教师队伍建设,是职教师资队伍建设的重点,也是彰显职业教育特色、培养学生创新和实践能力、开展教学改革以及提高教学质量的关键。做好职业院校“双师型”教师队伍建设,关乎到能否把职业教育办成为大众接受的优质教育,关乎到能否真正为社会经济的发展培养合格的高素质技能型人才。当前,在中部地区崛起战略实施的大背景下,湖北省作为中部六省的一员,有着发达的教育教学水平和丰富的科教资源,更应当在“双师型”教师队伍建设的探索中充分发挥出科教大省的优势,积极探索如何建立一支数量充足、结构合理的高素质“双师型”教师队伍的对策。
在前人研究的基础上,根据职业教育发展的本质规律,本文对职业院校“双师型”教师的内涵、培养途径进行了深入的分析,提出了现阶段“双师型”教师队伍应是个体结构双师与群体结构双师互为补充的形式,并进一步论证“双师型”教师队伍建设的必要性,分析了“双师型”教师队伍建设的多种培养途径。
通过调查、访谈及大量的数据分析,在对湖北省“双师型”教师队伍建设调查结果分析的基础上,本文揭示了当前湖北省“双师型”教师队伍建设过程中所面临的各种问题与困境,如“双师型”教师认识问题；“双师型”教师数量不足及结构性问题突出问题；“双师型”教师继续教育与培训问题；“双师型”教师激励情况问题及兼职教师队伍建设问题等等。
本文立足于湖北省“双师型”教师队伍建设的现状,找出了“双师型”教师队伍发展面临困境的症结所在,指出“双师型”教师队伍的发展必须营造良好的内外部环境,打通各种体制机制障碍,增强政府的宏观管理力度,加大学校对“双师型”教师培养转化的力度,从创造有利于“双师型”教师队伍发展外部、内部环境的视角出发,努力完善“双师型”教师队伍的培养、培训体系及激励、评价体系。外部环境主要指政府方面,政府应该加强主导作用,健全有利于“双师型”教师队伍发展的政策、机制。内部环境主要是指职业院校内部,职业院校自身应加大对“双师型”教师的培养转化力度,创造有利于“双师型”教师发展的内部空间和环境。
The construction of "Double-quality" Teacher staff in Vocational schools is not only the focus in vocational teacher ranks, but also the key factor to publicize the characteristics of vocational education, train innovation and practical ability of students, carry out teaching reform, and improve the quality of teaching. The work of building "Double-quality" Teacher staff in Vocational schools relates to whether can make vocational education a quality public acceptance and truly train qualified skilled personnel with high-quality for socio-economic development. Under the backdrop of implementation of the strategy of central rise at present, Hubei Province, as a member of the six provinces in central area, has developed level of education and abundant science and teaching resources. So it needs to fully exploit its advantages in the exploration of "Double-quality" Teacher staff, and actively explore how to build a "Double-quality" Teacher staff with high-quality, not only sufficient in amount,but also with well structure.
Based on the previous studies and according to the nature of the development of vocational education, this paper deeply analyzed the definition of "Double-quality" teacher and its ways of training in vocational schools. And it put forward that "Double-quality" teacher staff should include the individual teacher who has double quality and the group that has double quality based on whole teacher staff, which are complemental to each other. At the same time, the paper further demonstrated the necessity of "Double-quality" teachers staff construction, and set forth a variety ways of cultivating "Double-quality" teachers.
According to the analysis on the basic condition of "Double-quality" teachers staff construction through surveys, interviews, and a lot of data in Hubei Province, the paper revealed the various kinds of problems and difficulties faced in the process of team-building, such as how to know "Double-qualified" teachers; "insufficient quantity and outstanding irrational structure; the issues about "Double-qualified" teachers in continuing education and training; arid how to stimulate "Double-qualified" teachers and build part-time teachers, etc.
Based on the status of team-building about "Double-qualified" teachers staff in Hubei Province, the paper got the crux of the dilemma faced in the development of "Double-qualified" teachers staff. And it stated that it is necessary for the development of "Double-qualified" teachers staff to create a favorable external environment, breaking down a variety of institutional barriers, enhancing the government's macro-management, and increasing transformation efforts to "Double-qualified" teachers in the school. All of it is to create a external and internal environment that is conducive to the development of "Double-qualified" teachers, and perfect the training, incentive, and evaluation system of "Double-qualified" teachers. The external environment mainly refers that the Government should strengthen the leading role to perfect policies and mechanisms which is conducive to "Double-qualified" teachers deyelopment; The internal environment mainly refers that vocational schools should increase their own transformation efforts about "Double-qualified" teachers by the training, creating a conducive conditions for the development of "Double-qualified" teachers.
在前人研究的基础上,根据职业教育发展的本质规律,本文对职业院校“双师型”教师的内涵、培养途径进行了深入的分析,提出了现阶段“双师型”教师队伍应是个体结构双师与群体结构双师互为补充的形式,并进一步论证“双师型”教师队伍建设的必要性,分析了“双师型”教师队伍建设的多种培养途径。
通过调查、访谈及大量的数据分析,在对湖北省“双师型”教师队伍建设调查结果分析的基础上,本文揭示了当前湖北省“双师型”教师队伍建设过程中所面临的各种问题与困境,如“双师型”教师认识问题；“双师型”教师数量不足及结构性问题突出问题；“双师型”教师继续教育与培训问题；“双师型”教师激励情况问题及兼职教师队伍建设问题等等。
本文立足于湖北省“双师型”教师队伍建设的现状,找出了“双师型”教师队伍发展面临困境的症结所在,指出“双师型”教师队伍的发展必须营造良好的内外部环境,打通各种体制机制障碍,增强政府的宏观管理力度,加大学校对“双师型”教师培养转化的力度,从创造有利于“双师型”教师队伍发展外部、内部环境的视角出发,努力完善“双师型”教师队伍的培养、培训体系及激励、评价体系。外部环境主要指政府方面,政府应该加强主导作用,健全有利于“双师型”教师队伍发展的政策、机制。内部环境主要是指职业院校内部,职业院校自身应加大对“双师型”教师的培养转化力度,创造有利于“双师型”教师发展的内部空间和环境。
The construction of "Double-quality" Teacher staff in Vocational schools is not only the focus in vocational teacher ranks, but also the key factor to publicize the characteristics of vocational education, train innovation and practical ability of students, carry out teaching reform, and improve the quality of teaching. The work of building "Double-quality" Teacher staff in Vocational schools relates to whether can make vocational education a quality public acceptance and truly train qualified skilled personnel with high-quality for socio-economic development. Under the backdrop of implementation of the strategy of central rise at present, Hubei Province, as a member of the six provinces in central area, has developed level of education and abundant science and teaching resources. So it needs to fully exploit its advantages in the exploration of "Double-quality" Teacher staff, and actively explore how to build a "Double-quality" Teacher staff with high-quality, not only sufficient in amount,but also with well structure.
Based on the previous studies and according to the nature of the development of vocational education, this paper deeply analyzed the definition of "Double-quality" teacher and its ways of training in vocational schools. And it put forward that "Double-quality" teacher staff should include the individual teacher who has double quality and the group that has double quality based on whole teacher staff, which are complemental to each other. At the same time, the paper further demonstrated the necessity of "Double-quality" teachers staff construction, and set forth a variety ways of cultivating "Double-quality" teachers.
According to the analysis on the basic condition of "Double-quality" teachers staff construction through surveys, interviews, and a lot of data in Hubei Province, the paper revealed the various kinds of problems and difficulties faced in the process of team-building, such as how to know "Double-qualified" teachers; "insufficient quantity and outstanding irrational structure; the issues about "Double-qualified" teachers in continuing education and training; arid how to stimulate "Double-qualified" teachers and build part-time teachers, etc.
Based on the status of team-building about "Double-qualified" teachers staff in Hubei Province, the paper got the crux of the dilemma faced in the development of "Double-qualified" teachers staff. And it stated that it is necessary for the development of "Double-qualified" teachers staff to create a favorable external environment, breaking down a variety of institutional barriers, enhancing the government's macro-management, and increasing transformation efforts to "Double-qualified" teachers in the school. All of it is to create a external and internal environment that is conducive to the development of "Double-qualified" teachers, and perfect the training, incentive, and evaluation system of "Double-qualified" teachers. The external environment mainly refers that the Government should strengthen the leading role to perfect policies and mechanisms which is conducive to "Double-qualified" teachers deyelopment; The internal environment mainly refers that vocational schools should increase their own transformation efforts about "Double-qualified" teachers by the training, creating a conducive conditions for the development of "Double-qualified" teachers.
引文
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[4]Teacher Education in Germany. A Country Report Submitted for the ATDID conference on teacher education sponsored by ENSNCO
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[6]Teacher Education in American. A Country Report Submitted for the ATDID conference on teacher education sponsored by ENSNCO
[7]Palmer, J. Instructional Faculty and Staff in Public 2 year Colleges [M]. Washington: U. S. Department of Education, National Center for Education Statistics,2000:27-39.
[8]Gumport, P. J. Academic restructuring.vocational education.2000, (39):67-91
[9]Teacher Education in Australia. A Country Report Submitted for the ATDID conference on teacher education sponsored by ENSNCO.
[10]Trudy J. Anderson,R.Kirby Barrick, Matthew Hughes. Responsibilities of Teacher Education forVocational Teacher Professional Development[J]. Journal of Agricultural Education, Summer 1992Programs.
[11]Peter Toth. Virtual Learning Approach in Vocational Initial Teacher Training[C]. International Conference on Engineering Education-ICEE 2007.
[12]黄日强,邓志军.澳大利亚职业教育的师资队伍建设[J].河南职业技术师范学院学报(职业教育版),2003(1)：56.
[13]Ramlee B. Mustapha, James P. Greenan. The Role of Vocational Education in Economic Development in Malaysia:Educators'and Employers'Perspectives [J]. Journal of Industrial Teacher Education Volume 39, Number 2.
[14]globert, Y. prof essioren sind. rar. FR.31.01.07
[15]Reinhold Nickolaus,Bernd Knoll, Tobias Gschwendtner. Innovations in vocational education and difficulties in their empirical substantiation[J]. European Journal of Vocational Training,2007.
[16]Govind Desai, Tom Whiteside. Vocational Teachers in Higher Secondary Schools in Developing Countries:a case study of Gujarat[J]. Research in Post-Compulsory Education, Volume 4, Number 3,1999:49-51.
[17]刘训良.建立与完善高工专双师型师资队伍的考评办法[J].盐城工业专科学校学报, 1994(4)：50—51.
[18]冯德纯等.锤炼师资队伍造就“国重”品牌[J].中国职业技术教育,2002(15).
[19]刘春生.职业教育学[M].北京：教育科学出版社,2002(12)：361.
[20]吴诗芬.适应专科教育需要,大力培养“双师型”教师[J].教育与现代化,1994(2)：67—69.
[21]姚贵平,解读职业教育“双师型”教师[J].中国职业技术教育,2002(6)：45.
[22]董桂玲,唐林伟,周明星.双层次：双师型教师内涵解析[J].天津工程师范学院学报,2005(1)：45.
[23]唐远苏.由企业看职业院校：职业教育管理新视角[M].北京：北京大学出版社,2007(7)：32.
[24]张社字.我国职业教育“双师型”教师队伍建设的障碍与实现路径分析[J].教育发展研究,2004(21)：117.
[25]夏世民.在高职“双师型”教师培养的几点思考[J].教育管理,2009(3)：57.
[26]裴春秀.职业院校的核心能力与“双师型”教师队伍建设[J].中国职业技术教育,2008(12)：45.
[27]蔡薇.湖南省职业院校“双师型”教师队伍考评机制研究[D].湖南师范大学,2008年度硕士学位论文：32.
[28]和震.论现代职业教育的内涵与特征[J].中国高教研究,2008(10)：65.
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