Study On Training Strategy Of "academic-practical" Teacher In Higher Vocational College In Henan Province

The establishment of the "Academic-Practical" faculty is a feature of the group of teachers in Higher Vocational Colleges. It is a key to improve the quality of education, increase the vocational education content, stress the characteristics of the Higher Vocational Education and is also the fundamental guarantee to create the highly skilled "silver collar" professionals. Training"Academic-Practical"teacher has always been the focus of our attention. In the National Education"Eleventh Five-Year Plan"2009 topic guide, the study on the development of"Academic-Practical"faculty in vocational colleges was put on the agenda again. It shows that the development of"Academic-Practical"faculty in our country is not perfect and needed to be strengthened. Then, the study on the training strategy of"Academic-Practical"teacher becomes one of the important issues at present.Based on the literature method, the questionnaire and the interview, this paper mainly study five vocational schools in Henan Province. First of all, from the social background of the "Academic-Practical" teachers, it demonstrates the urgency to build the "Academic-Practical" faculty in the higher vocational colleges. The "Academic-Practical" faculty setting is not only the need for comprehensive development of the higher vocational students and the self-development of the vocational colleges, but also the need for the specificity of higher vocational education and the adaptation to the market economy development. Secondly, based on the "Teacher Professionalization Theory, Life-long Education Theory and Huang Yanpei's view of the Teachers", it gave a comprehensive and systematic description of the professional qualities which "Academic-Practical" teachers should possess. The specificity of the higher vocational education requires that the "Academic-Practical" teachers should not only possess the qualities of the ordinary teachers, but also have the professional accomplishments of the theoretical knowledge and the professional practice. The third section briefly explains the overview of the teacher staff building in foreign developed countries, such as: Germany, Australia, Japan etc , so we can actively learn from their advanced experience.The fourth part gives a systematic analysis for the teachers'status, problems and causes of the five higher vocational colleges in Henan province with the methods of the questionnaire and the interviews. Through the investigation and analysis, it's easy to find that there are still some problems existed in the "Academic-Practical" faculty in the Henan Vocational Colleges. The problems are the lower ratio of the teachers who possessed the "Double Qualities" in the groups of the higher vocational teachers; the low level of the overall schooling; the weak practice teaching ability of the professional teachers; the old theoretical knowledge; the weak part-time contingent of teachers; the lack of the training systems and the faultiness of the evaluation and assessment systems in the higher vocational colleges and so on. Finally, based on the above-mentioned four-parts, in order to solve the issues of the higher vocational colleges in Henan Province, this part more systematically expounds the training strategy for the construction of the "Academic-Practical" faculty in these three aspects: the overall planning strategy of the "Academic-Practical" teachers; the training strategy of the full-time teachers and the training strategy of the part-time teachers.