职业院校“双师型”教师实践教学能力提升的路径依赖及破解

The Dependence Path and Cracking Measures to the Improvement of “Double-qualified” Teachers’ Practice Teaching Ability in Vocational Colleges

实践教学能力是职业院校“双师型”教师的关键能力,关乎职业教育的高质量发展。生成的互动性、内容的综合性、获得的实践性是“双师型”教师实践教学能力的核心特征。基于路径依赖理论可知,“双师型”教师实践教学能力提升受到报酬递增、沉没成本、惯性锁定、适应性预期的掣肘,陷入了制度依赖、标准依赖、资源依赖、主体依赖的困境。提出强化正式制度建设以优化制度的供给,完善配套的非正式制度建设以形成非正式制度与正式制度的合力,优化多方经费供给渠道以减低沉没成本,增强多方行动主体的协同以弱化适应性预期的破解路径。

Practice teaching ability is the key ability of “double-qualified” teachers in vocational colleges and universities, which is related to the high-quality development of vocational education. The key characteristics of “double-qualified” teachers’ practice teaching ability are the interactivity of production, the comprehensiveness of content and the practicality gained. Based on the path dependency theory, it is known that the enhancement of “double-qualified” teachers’ practice teaching ability is constrained by incremental compensation, sunk cost, inertia lock, and adaptive expectations, and is caught in the dilemma of institutional dependence, standard dependence, resource dependence, and subject dependence. We propose to strengthen the construction of formal system to optimize the supply of system, improve the construction of informal system to form the synergy between informal system and formal system, optimize the supply channels of multiple funding to reduce the sunk cost, and enhance the synergy of multiple actors to weaken the adaptive expectation.