类型教育背景下高职教师“双师”能力的建构策略

Construction Strategies for the"Dual-qualified"Ability of Vocational College Teachers in the Context of Type Education

在类型教育背景下,针对高职教师“双师”能力建设的现状与挑战,以组织行为学MARS模型为理论支撑,对角色认知、职业认同、政策导向及资源保障等影响因素进行深入分析,界定高职教师角色定位和能力要求,剖析能力建构的内在逻辑。围绕道德素养、专业能力、实践能力和教学能力四个维度,梳理并构建与高职教师岗位匹配的“双师”能力架构。从社会认知、能力导向、师资构成、评价标准、支持体系等方面出发,探索提升“双师”能力的有效路径。

In the context of typified education,this study examines the current status and challenges of"dual-qualified"capacity development for vocational college instructors,utilizing the MARS model of organizational behaviors as a theoretical framework.It conducts an in-depth analysis of influential factors including role cognition,professional identity,policy orientation and resource assurance,defines the role positioning and capacity requisites for vocational college instructors and scrutinizes the internal logic of capacity construction.Drawing upon four dimensions encompassing professional competence,practical skills,pedagogical proficiency and ethical integrity,this paper delineates and constructs a"dual-qualified"capacity framework tailored to vocational college instructor roles.From perspectives such as social cognition,skill orientation,teacher ecology evaluation systems,and support structures,effective pathways are explored to enhance"dual-qualified"capacities.