高职院校教师企业实践的困境表征与突破路径

The Dilemma Characterization and Breakthrough Paths of Teachers’Enterprise Practice in Higher Vocational Colleges

开展企业深度实践是提高高职院校教师“双师”能力、增强教师育人水平、促进校企合作发展的重要抓手,但当前这一举措却并未发挥出应有效能。基于此,本研究借助扎根理论,从院校、企业、教师三方主体入手,从山西、浙江、河南、广东等15个省(市)选取高职院校管理者、企业管理者和高职院校教师共43人进行深入访谈,多维度了解高职院校教师企业实践的现实困境。研究发现,高职院校教师企业实践的困境表征为“制度—资源”层面的保障困境、“组织—个体”层面的选择困境、“态度—行为”层面的认同困境、“预期—现实”层面的成效困境。为此,应通过细化政策制度、拓宽主体选择、优化角色建构及开展成效评价四个方面进行困境破解与效能提升。

For the development of teacher teams in higher vocational colleges,engaging in-depth enterprise practice is a key approach to enhance teachers’“double-qualified”capabilities,improve their teaching quality,and promote the development of school-enterprise cooperation.However,this initiative has not yet fully realized its intended impact.This study,based on grounded theory,takes the perspectives of colleges,enterprises and teachers,and conducts in-depth interviews with 43 participants,including administrators from higher vocational colleges,enterprise managers and teachers from 15 provinces(including Shanxi,Zhejiang,Henan,and Guangdong).The aim is to gain a multidimensional understanding of the challenges faced by teachers in enterprise practice.The study found that the dilemmas faced by teachers’enterprise practice in higher vocational colleges can be characterized by four aspects:the“system-resource”dilemma at the institutional level,the“organization-individual”dilemma regarding choices available to teachers,the“attitude-behavior”dilemma related to alignment between beliefs and actions,and the“expectation-reality”dilemma concerning the gap between anticipated and actual outcomes.To address these issues and improve effectiveness,the study suggests refining policies and systems,expanding choices for teachers,optimizing role construction,and implementing effectiveness evaluations.