我国职业教育“双师型”教师认定政策的演进逻辑及优化路径——基于全国87项政策文本的内容分析  

The Evolution Logic and Optimization Path of the“Double-qualified”Teachers Recognition Policy--Based on the Content Analysis of 87 Policy Texts in China

作　　者：徐涵[1] 袁晓华 XU Han;YUAN Xiaohua(Shenyang Normal University,Shenyang Liaoning 110034)

机构地区：[1]沈阳师范大学,辽宁沈阳110034

出　　处：《现代教育管理》2024年第6期108-118,共11页Modern Education Management

基　　金：国家社会科学基金教育学一般课题“高水平工科大学举办职业技术师范教育的模式创新与制度供给研究”(BJA220243)。

摘　　要：中央及地方政府陆续出台关于职业教育“双师型”教师认定标准或办法,以加快推进“双师型”教师队伍建设。通过对1995—2023年我国出台的职业教育“双师型”教师认定政策进行分析,可以将我国职业教育“双师型”教师认定政策的演进划分为三个阶段:初步探索阶段、内涵发展阶段和全面提升阶段。但在推进职业教育“双师型”教师认定政策过程中依然存在认定范畴不够明晰、认定条件有待细化、认定保障有待加强等问题。基于此,应进一步加强顶层设计,建立健全职业教育“双师型”教师政策体系;制定完善的运行机制,为政策落实提供有效保障;优化配套制度建设,为政策运行提供良好的氛围。The central and local governments have successively promulgated standards or measures for the recognition of double-qualified teachers,with the aim of accelerating the high-quality construction of“double-qualified”teachers in vocational education.The study software analyzes the national vocational education“double-qualified”teachers recognition policy from 1995 to 2023,and finds that the“double-qualified”teachers recognition policy has evoluted into three stages:the initial exploration stage,the connotation development stage and the comprehensive improvement stage.However,in the process of promoting the policy of“double-qualified”teachers,there are still some problems,such as the lack of clarity in the scope of“double-qualified”teachers,the need to refine the recognition conditions of“double-qualified”teachers,and the need to strengthen the recognition guarantee of“double-qualified”teachers.Based on this,the top-level design should be further strengthened,and the policy system of double-qualified teachers should be established and improved.formulate and improve the operation mechanism should be formulated to provide effective guarantee for the implementation of policies;optimize the construction of supporting systems should be constructed to provide a good atmosphere for policy operation.

关 键 词：“双师型”教师 教师认定 演进逻辑 优化路径 政策文本 内容分析 

分 类 号：G719.20[文化科学—职业技术教育学]