“双高计划 ”下高职教师培训的逻辑起点与进路  

The Logical Starting Point and Approach of Higher Vocational Teacher Rraining Under the Background of“Double High Program”

作　　者：钟斌 张佩宜[1] 许琼燕[1] ZHONG Bin;ZHANG Peiyi;XU Qiongyan(Center of Teacher Development,Guangdong Industry Polytechnic,Guangzhou 510300,China)

机构地区：[1]广东轻工职业技术学院教师发展中心,广东广州510300

出　　处：《广东轻工职业技术学院学报》2020年第4期34-38,47,共6页Journal of Guangdong Industry Polytechnic

基　　金：2019年广东省高校青年创新人才类项目(2019GWQNCX056);2019年广东轻工职业技术学院人文社科项目(sk2019-007);2019广东轻工职业技术学院创新创业教改课题(CYJG201906);2020年广东轻工职业技术学院人文社科项目(SK2020-007)。

摘　　要：指向学生、培训取向、需求导向是“双高计划”下高职教师培训的逻辑起点,彼此间存在互为主次、相互作用的关系。指向学生是教师发展的终极目标,培训取向是教师发展的直观目标,需求导向是教师培训的方法途径。需求导向是其他逻辑起点映射在教师发展中的表现形式,“双高计划”下高职教师培训需要遵循:精准把握外生型需求,合理引导内生型需求及促进内外需求平衡的逻辑进路。Pointing to students,training orientation and demand orientation are the logical starting points of teacher training in higher vocational colleges under the“Double High Program”,and there are mutual primary and secondary relations among them.Pointing to students is the ultimate goal of teacher development,training orientation is the intuitive goal of teacher development,and demand orientation is the method of teacher training.Demand orientation is a manifestation of other logical starting points in teacher development.Under the background of“Double High Program”,higher vocational professional teacher training needs to follow:accurately grasp the exogenous demand,guide the endogenous demand and promote the balance of internal and external demand reasonably.

关 键 词：双高计划 教师培训 逻辑起点 双师型 

分 类 号：G715.1[文化科学—职业技术教育学]