An Empirical Study On The Construction Of "Double Qualified" Teachers In Local Universities

As early as 2014,the State Council and other relevant departments promulgated the "Decision on Accelerating and Promoting Vocational Education," which means that the transformation and comprehensive development of local colleges and universities will become one of the country's major development strategies in the future.In the process of future transformation,local colleges and universities can be promoted in a comprehensive manner from multiple perspectives,such as the idea of running a school,governance structure,and personnel training,and comprehensive reforms must be carried out from multiple levels.In addition,this series of transformations will involve a large amount of research in student practice,industrial development and improvement of students' practical abilities,ideas and innovations,and at the same time take the current problems in production and life as basic guidance.On October 21 st,2015,the “Special Suggestions on Effectively Promoting the Application-Oriented Transition of Undergraduate Colleges and Universities” issued by the National Development and Reform Commission of the Ministry of Education of the People's Republic of China stated in No.89 document that a team of applied talents should be established.However,the author also finds that there are still many problems in the rapid development of the "double-qualified" teacher team construction,which has long been a prominent problem in the transformation of universities.Therefore,how to better improve the quality of the teaching staff and promote the all-round development of university education is one of the most important topics at present.The author conducted a comprehensive analysis of all aspects of teacher planning,qualification access,training and evaluation,and incentives for “double-qualified” teachers in colleges and universities with the aid of literature analysis methods,questionnaires,and other related research methods.Among the laws,the teacher planning is mainly about how to transform into a “double-qualified” teacher problem;the outstanding problem in qualification access is that the relevant concepts of the “double-qualified” teacher are only fuzzy defined and fuzzy.Sexuality leads to lack of corresponding authoritative qualifications,some existing standards are not scientific,and there are loopholes in the qualification certification system,which leads to the lack of long-term qualification recognition;teacher training is mainly based on the school-enterprise joint training of teachers,and currently The lack of cooperative training programs has resulted in the inability of teachers to practice their operations and the training facilities and venues of universities have not fully satisfied the needs of transition schools and teachers.The problems in the evaluation of double-professional teachers are as follows: The previous evaluation system of rewards and punishments as the main evaluation system and evaluation The indicator system fails to reflect the specific characteristics of local college education,and the subject is relatively single,lacks the teacher's own self-evaluation,and at the same time rarely gives feedback on the results of the evaluation;the existence of "double-professional" teacher incentives The outstanding problems are: the overall treatment is relatively low,and relatively simple assessment methods are adopted.There is no relatively effective incentive system,and the training system used in the later period is not perfect.It also fails to pay attention to the emotional incentives of “double-qualified” teachers.Moreover,on the basis of learning relevant work experience of overseas countries,the author puts forward strategies to promote the construction of “double-qualified” teachers in local universities,mainly including: changing concepts,clearly positioning,and perfecting “double-qualified” teachers.The standards for qualification recognition lead the construction of double-qualified teachers,strengthen the practice of teachers,improve skills,and build effective “double-qualified” teacher evaluations and incentives so that they can better promote the construction of teachers.