An Analysis of Teacher's Professional Development of Higher Vocational Education

Teachers are the backbones of any educational institutions. They not only play vital roles in students' development;they also directly affect the stature of their respective scholastic organizations. Highly qualified instructors produce competent and well-rounded students— learners who are more than ready to face the quirks and challenges of the labor force. This paper primarily discusses the following questions: What is teacher's professional development? What is higher vocational teacher's professional development? And how can scholastic institutions promote it? The conclusion states that the characteristics of higher vocational education directly influence the higher vocational teacher's professional development; therefore, it must be nurtured and promoted for the development of all the stakeholders of learning institutions – students, teachers, management staff,the learning institution itself, and the nation as a whole.

An Exploration of Higher Vocational English Teachers’Professional Development on Students’Learning Ability in the Context of New Liberal Arts

The concept of New Liberal Arts,a multidisciplinary combined integrator with Chinese values at its core,has brought new challenges to the teaching methods and professional development of higher-level English teachers.Based on the evolving professional development process of higher vocational English teachers in the context of the New Liberal Arts,this article analyzes how English teachers can integrate multidisciplinary knowledge and adopt advanced educational technology in the teaching process.On this basis,it discusses the role of teachers’professional development in enhancing students’learning ability,such as through deepening disciplinary understanding,adopting innovative teaching strategies,and implementing personalized teaching.At the end of the article,based on a variety of pedagogical theories,we put forward suggestions,including continuous professional training,interdisciplinary cooperation,and the application of innovative teaching techniques,which are mainly aimed at helping higher vocational English teachers get rid of the dilemma of the new situation,adapt to the needs of the new liberal arts education as soon as possible,and then effectively improve students’abilities.

Empirical Research on the Status Quo of Teachers of Common Required Courses in Vocational Higher Education Institutions

In order to build a high-quality team of teachers in vocational higher education institutions, and investigate the current situation of teachers of common required courses in vocational higher education institutions of Hainan Province, an empirical research is conducted. A questionnaire survey was carried out in aspects of satisfaction of teaching and scientific research, professional quality, work saturation and teacher’s job satisfaction. The research results shows that the professional quality of teachers of common required courses cannot significantly influence the satisfaction of teaching and scientific research;Job saturation can positively influence teaching and research satisfaction;teaching and research satisfaction can positively influence teachers’ job satisfaction.

Reflections on the Construction of“Double-Qualified”Teachers in Higher Vocational Colleges

Vocational education is an important part of the overall education system.The development of higher vocational education is one of the guiding principles of education in China.The development of teachers is an important support for the development of vocational education.Teachers who can teach theoretically and guide students in practical work are known as“double-qualified”teachers.Building a highly qualified and professional double-qualified teaching team is the fundamental task in modernizing vocational education.Firstly,this paper discusses the importance of“double-qualified”teachers by describing the relevant policies of the Ministry of Education in China.Secondly,it reviews the research works of early scholars.Thirdly,it analyzes the main problems of teacher training in higher education institutions.Fourthly,it proposes five suggestions for the development of a“double-qualified”teaching team in higher education institutions.A high level and professional teaching team is an important support for the high-quality development of vocational institutions.School leaders must attach great importance to the construction of a“double-qualified”teaching team and increase the support in terms of policies,institutional protection,and financial investment.

Practical Strategies to Improve the Quality of Teachers in Higher Vocational Colleges in the New Era

In this paper,practical strategies are proposed to improve the quality of teachers in higher vocational colleges.Research and analyses have shown that the key to improving the quality of teachers in higher vocational colleges lies in the improvement of professionalism,subject knowledge,and teaching ability.Thus,the following practical strategies are proposed:strengthen teachers’moral development,establish a teacher training system,focus on curriculum construction and teaching method innovation,and strengthen the teaching quality monitoring and evaluation mechanism.These measures can effectively improve the quality of teachers in higher vocational colleges and promote the development of higher vocational education.

Technical and Vocational Education Training in Brunei Darussalam——Pathway to Higher Educations

In the 21stcentury educational landscape,higher educational institutions(HEI)play a crucial role in the shaping of social and economic strategies of a developing country.HEI’s main role is to develop and train the workforce for the middle to higher level employment.Technical and vocational education(TVE)on the other hand,plays the role in filling the major work force at the lower or blue collar level and at the same time,providing pathways and opportunities for them to pursue further educational needs.In Brunei Darussalam,HEI works closely with TVE to ensure there is a continuation pathway for TVE to HEI although there are fundamental differences in the philosophy,pedagogy and assessment measures.In Universiti Teknologi Brunei(UTB),the design of the curriculum has always been outcome based;heavily related to skills and practices of the job market,similar to TVE’s teaching and learning philosophy.In this study,we are looking at the brief development of TVE and HE across the world and Brunei,the qualification framework of Brunei and curriculum design of UTB.The study will highlight how UTB provides a smooth transition for TVE feeders to the university to support the value of practical learning in workplace settings,combined with conceptual learning in an academic setting.The primary role of UTB is to assist graduates in the transition to professional practice.

数字化时代高职院校“三教”改革的现实路径

数字化时代呼唤数字化技术技能人才,数字技术与职业教育的深度融合深刻影响着教师的教和学生的学。产业数字化、数字产业化推动了技术知识的更新迭代,促进了高职院校课程内容优化重组和教学资源扩容提质。深化数字化时代高职院校教师、教材、教法“三教”改革,只有以技术知识开发为主线、顺应改革的现实要求、把握改革的现实状况、优化改革的现实路径,才能提高学生综合职业能力,培养数字化技术技能人才,推动高职院校高质量发展。

培养创新创业能力的职业教育模式研究

如何更加高效地培养学生创新创业能力,探索出既不烦琐又可操作且广泛适用的职业教育模式,是现阶段各大高职院校亟须解决的重要课题。为进一步促进高职院校培养创新创业能力的职业教育模式改革与发展,对现有高职创新创业教育模式存在的弊端进行分析,提出“厚植学生创新创业观、完善高职院校创新创业教育体系、优化高职院校创新创业实践体系、建立健全创新创业能力培养评价机制”等策略,助力职业教育高质量发展,培养出理念先进、技术扎实、素养过硬的新时代复合型人才。

产教融合背景下高职英语教师的“双向双融通”能力建设策略研究

产教融合是指产业与教育的深度融合,它注重培养学生的实际操作能力和职业素养。产教融合为高职教育带来了新的发展方向,同时对高职英语教师提出了更高的标准和要求。本文采取政策检索、文献研究、专家访谈等方法,从理论素养、专业实践能力和科学研究能力等角度对高职英语教师“双向双融通”能力建设的维度进行调研,构建高职英语教师“双向双融通”能力内容框架,并据此系统性地分析高职英语教师“双向双融通”能力现状,提出加强理论素养、提升专业实践能力、加强科学研究能力等建设路径,以期促进高职英语教师“双向双融通”能力提升。

新时代高职院校“双师型”教师培养路径的构建与实施

产业转型升级和职业教育改革对职业院校“双师型”教师队伍建设提出了更高标准和要求。与新时代国家职业教育改革的新要求相比,职业教育教师队伍目前还存在着教师职业发展体系和培养培训模式不完善、校企双向流动不畅、结构性矛盾突出、教师成长内生动力不足等问题,尤其是同时具备理论教学和实践教学能力的“双师型”教师短缺。深入分析目前国内高职院校“双师型”教师队伍建设中存在的问题,提出新形势新要求下“双师型”教师培养的新策略新思路。

“双师型”外语教师教学能力发展的逻辑理路及推进策略

“双高计划”建设对高职外语教师的“双师型”发展提出了新要求,基于高职外语教师教学能力发展的逻辑基点,探索厘清“双师型”高职外语教师教学能力的发展纬度,从教学活动领域、组织管理领域、专业能力领域研究分析教学能力核心要素,提出推进“双师型”外语教师教学发展策略,通过制度赋能、平台搭建、构建学研共同体、激发自我发展自觉等方式引领高职外语教师实现“双师型”全面发展。

从技能本位到德技并修传统文化融入高职专业教育的路径探究

从当前的社会发展形势上看,传统文化越发受到人们重视,在社会主义核心价值观发展期间,中华优秀传统文化更是作为重要内容,整体社会提供了强大的文化基础支持。在此背景下,促进高职专业教育发展时,应该认识到中华传统文化的优势作用积极推进,高职院校践行核心价值观,充分承担传统文化传承责任,发挥自身教学工作作用,使传统文化与专业教育相结合,在优化教育效果的基础上,带动传统文化传承发扬。鉴于此,文章从传统文化的融入重要性角度出发进行分析,结合现阶段的高职专业教育落实问题,有的放矢地提出行之有效的传统文化教育路径开拓对策。

京津冀地区高等职业教育与区域经济高质量发展耦合协调研究

研究基于2014—2022年的面板数据,运用耦合协调模型、σ收敛性检验与灰色关联分析方法对京津冀高等职业教育与区域经济高质量发展两系统进行分析。研究发现:京津冀高等职业教育水平与区域经济高质量发展水平没有达到均衡状态。从耦合协调度来看,河北已进入有序发展阶段,而京津两地的相互作用程度在减弱。从σ收敛性分析与关联要素分析来看,河北不存在阶段性的σ收敛,国家投入的教育经费是影响耦合协调差异的关键因素。未来应尽快建立职业教育资源共享平台,进一步对高等职业教育加大经费投入力度,努力推进职业教育供给侧改革,推动京津冀高等职业教育与区域经济高质量发展。

职业本科助力新质生产力发展的价值意蕴和实践进路

新质生产力拓展了生产力的构成要素,揭示了区别于传统现代化发展规律的新动能,体现出“先进生产力质态”。新质生产力与职业本科教育目标具有耦合关系,职业本科可为发展新质生产力提供科技创新资源、产业升级动能、技术迭代支撑、人才资源跃升。职业本科院校应围绕国家人才战略凝练职业本科办学理念,围绕新兴产业、颠覆性产业布局专业体系,围绕前沿科技企业开展科教融汇,围绕人的全面发展拓展人才跃升通道,围绕数字技术培育新质教育力,在助力新质生产力发展实践中,找准目标定位、实现高质量发展。

科教融汇背景下高职院校应用型科研的定位、特征与实现路径

“科教融汇”是党的二十大报告提出的职业教育发展新方向。在此背景下,高职院校科学研究应立足区域、立足校本,以应用型研究为主,开展技术研发、技术培训、行业标准制定、产业和区域政策咨询以及技术与文化传播等。高职院校应用型研究是将理论转化为实际运用的研究形式,具有实践性、融合性和交叉性等特征。基于此,高职院校应用型科研需要从平台、团队、项目、反哺教学和评价体系等角度着力,更好地开展科学研究,推动职业院校科教融汇协同育人。

“三全育人”视野下农业高职院校思想政治教育路径创新研究

农业高职院校遵循“三全育人”理念,创新思想政治教育路径,有助于增强农业类技术技能人才培养的针对性和适应性。落实“三全育人”的理论和实践双重价值,分析当前农业高职院校思政教育中存在的全员参与的“大协同”育人共同体尚未形成,全过程衔接的“全贯通”育人生态链有待完善,全方位互联的“强融合”育人要素群需要深挖等三个问题,从构建大思政格局、推动思政课程与课程思政同向同行、健全一体化育人保障机制三个方面创新具有职业教育类型特点和农业行业办学特色的思政教育路径,能够显著提升思政教育的质量和水平,推动立德树人、德技并修深化落实。

高职思政课教师胜任力的有效提升刍探

将胜任力理论融入高职思政课教师的综合素质评价,能够突破传统的单纯地以学历水平和科研成果作为思政教师素质高度评估标准的局限。新时代发展背景下,高职思政课教师不仅需要具备专业的思政课程理论知识和良好的教学能力,还需要具备良好的职业胜任力。文章分析高职思政课教师胜任力对教师的重要性,探究影响教师胜任力的主要因素,并提出几点能够有效提升教师胜任力的措施。

高职“Linux操作系统”课程建设与实践

以高职“Linux操作系统”课程为例,以专业教师、思政教师与企业导师相互配合,组建高素质结构化教学团队、建设“双师型”教师队伍为基础,以开发校企合编新型活页式教材、在线课程和数字化实训室等数字资源为载体,依托校企共建的“华为信息与网络技术学院”“北斗导航协同创新中心”,融入“云、大、物、智”等新一代信息技术,采用任务驱动、理实一体、行动导向教学理论开展教学。应用研究表明,课程实施教师、教法、教材的“三教”改革对培养学生的知识、技能、素质等方面有明显的促进作用,有效达成了人才培养既定教学目标。

职业师范院校职教师资本硕一体化:构建基础与路径选择

探讨了职业师范院校在培养职教师资方面的本硕一体化模式,旨在培养适应现代职业教育发展需求的复合型教师。深入分析职业教育的发展需求、大职业教育观念和层次结构,研究提出职教师资本硕一体化的培养路径,包括确定培养模式、明确培养目标、构建课程体系和优化实施策略。通过本硕一体化,旨在提升教师素质和能力,促进职业教育与社会经济发展的良性互动,满足新时代对高素质技术技能人才的需求。

构建高职立德树人教学团队的挑战及对策研究

高职教育是教育事业中不可或缺的一部分,“立德树人”是教育的根本任务。文章探讨了高职教育中教师如何更好地落实“立德树人”的使命与责任,提出了打造“思政教师—辅导员/班主任—专业教师”三位一体立德树人教学团队的对策和建议,以期进一步推动高职教育的发展。