The Research Of Construction Of The "Double-Competency" Teachers In The Vocational Colleges Of Hainan

"Double-Competency" teachers are showing the characteristics of higher vocationaleducation and the basic guarantee of cultivating high-quality and skilled workers. Withthe rapid development of higher vocational education in china, the quantity and quality of"double type" teachers in vocational colleges become the bottleneck of restricting thehealthy and sustainable development of higher vocational education. To try to seek apractical and effective way to construct "double-competency" teachers at present is anurgent issue that needs to be resolved. This study selects the problem faced in of the"double-competency" teachers in the vocational colleges of Hainan as the subject of theresearch, and got to know the working condition of the teachers from five highervocational schools with the help of questionnaire and face-to-face interview. Throughsystematic collation and analysis, seven main questions are found in the development ofthe "double-competency" teachers in the vocational colleges of Hainan. They are theunreasonable structure of teachers, slow development of part-time teachers, fuzzyunderstanding of "double-competency teachers, few chances and limited sites for thetraining of "double-competency" teacher, inadequate salary for "double-competency"teachers, incomplete management system for "double-competency" teachers,dissatisfactory attitude of "double-competency" teachers. To solve these questions,author divides the many elements affecting the development of the "double-competency"teachers in the vocational colleges of Hainan into four types, namely social reasons, thestudents themselves, teachers in their own cause, the education system of"double-competency" teacher. Meanwhile, corresponding strategies are put forward tosolve the questions. The government should increase the strength of supporting the vocational education, establish and improve the "double competency" teacher trainingsystem, broaden channels to strengthen the construction of part-time teachers.