本科职业教育师资队伍建设的核心要义、现实表征与未来进路——基于政策文本和质量年报的NVivo分析

Core Implications,Current Manifestations,and Future Pathways of Faculty Development in Undergraduate Vocational Education-An NVivo Analysis Based on Policy Texts and Quality Annual Reports

高水平师资队伍是本科职业教育高质量发展的关键。在梳理已有研究的基础上,对照本科职业教育师资队伍建设政策要点,利用NVivo 12软件对32所本科职业学校质量年报中有关师资队伍的内容进行量的审视与质的省思,研究发现:我国本科职业教育仍然存在着教师数量不足、生师比偏高,师资结构性短缺、高学历高职称教师偏少,“双师型”教师比例不高、企业兼职教师作用发挥不明显,高层次人才称号教师不多、高级别奖项较少等问题;在师资队伍建设的过程中还面临着高层次人才引进不尽合理、“双师”能力培养有所欠缺、教师考核评价体系不完善等困境。因此,在推进本科职业教育师资队伍建设的进程中,应对标对表、迅速补齐师资缺口,内培外引、整体提升师资水平,产教融合、强化教师能力培养,建立标准、完善教师考核评价。

A high⁃level faculty is crucial to the high⁃quality development of undergraduate vocational education.Based on a review of existing research and in comparison with the key points of faculty development policies for undergraduate vocational education,this study utilizes NVivo12 software to conduct quantitative and qualitative analyses of the faculty⁃related content in the quality annual reports of 32 undergraduate vocational schools.The findings reveal that undergraduate vocational education in China still faces issues such as an inadequate number of teachers,a high student⁃teacher ratio,structural shortages of faculty,a lack of teachers with high academic qualifications and senior titles,a low proportion of"dual⁃qualified"teachers,insufficient utilization of part⁃time teachers from enterprises,a scarcity of teachers with high⁃level talent titles,and a paucity of high⁃level awards.Furthermore,during the process of faculty development,challenges such as unreasonable recruitment of high⁃level talents,inadequate cultivation of"dual⁃competence"abilities,and imperfect teacher evaluation systems are encountered.Therefore,in advancing the faculty development of undergraduate vocational education,it is necessary to benchmark against standards,swiftly fill faculty gaps,improve the overall faculty level through both internal training and external recruitment,strengthen the integration of industry and education to enhance teacher capability development,and establish standards to improve teacher evaluation.