A Study On The "double-qualified Teachers" Evaluation In Higher Vocational College

With the development of science and upgrading of the national industrial structure, Quality talent from higher vocational education was put forward new demands for social. The student is good or bad depends largely on the quality of teacher’s education and training. Therefore, teacher training has become an important task of the current connotation construction of vocational colleges. For teachers in higher vocational colleges, Requirements for quality structure is reasonable and more prominent. Thus, "Double-qualified Teachers" is the key feature and focus of the construction of vocational teachers. But the evaluation of "Double-qualified Teacher" is problematic. The first is the lack of scientific evaluation about the "Double-qualified Teachers" which means the industry does not have an unified scientific standards. The second is the less systematic evaluation. Admission system is not perfect and the practical occupational characteristics of "Double" often leads against the evaluation of "Double-qualified Teachers". The third is the lack of specific evaluation. Training system of the "Double-qualified Teachers" is imperfect, resulting in the greatly reduction of the effective evaluation for the "Double-qualified teacher", which also failed to amend "Double-qualified Teachers" training system from the institution.For this study, Firstly, the thesis clarifies the "Double-qualified Teachers" conceptual understanding, Then Four aspects into the details of the theoretical basis for "Double Teacher" evaluation which are The level theory of management, Incentive reinforcement theory, Teacher professional development theory and Hierarchy of needs. Furthermore, according to the dual attributes of the teaching profession, summed up the targeted evaluation principles. Secondly, combined with the concept of "Double-qualified Teachers" evaluation questionnaire responses vague understanding, evaluation and body is not perfect, and lack of incentives and other practical issues, the paper makes an in-depth analysis of the reasons from the teacher access, evaluation methods, system design and other aspects. Finally, the article proposes the implementation of evaluation of "Double-qualified Teachers" and advocates a comprehensive and focused, dynamic and static index system, The article even attempts to implement vocational colleges teaching titles "alone TAS". More importantly, the evaluation system of measures could gradually be established on the institution.