An Investigation Research On The Present Situation Of Double-qualified Teachers Team In Secondary Vocational Schools In The County

The secondary vocational schools in the county are training high-quality workers and skilled talents for economic and social development,but also to undertake the training to agriculture surplus labor force and other tasks.Therefore,to build a team of “double-qualified teachers” with a reasonable structure and good quality in secondary vocational schools in the county is conducive to the promotion of vocational school's connotation development and enhancing the quality of education and teaching,but also conducive to poverty alleviation and development and promote economic and social development at the county level.The study carried out a comprehensive and detailed analysis on the present situation,problems and countermeasures of “double-qualified teachers” team in secondary vocational schools in the county,using literature and investigation research methods.First of all,using the literature research method,the study draws lessons from the advanced practices and experience of “double-qualified teachers” team in vocational education in Germany and other developed countries,and analyses the present situation and problems of the research on the “double-qualified teachers” team of secondary vocational education in China.Secondly,taking the Pingliang L School for example,through the questionnaires to the specialized-course teachers,and the different majors,different grades of student representatives,the different ages,different titles of “double-qualified teacher” representatives,school administrators,government departments,school-enterprise cooperative enterprises and other interviews,the study concluded that the present situation of “double-qualified teachers” team in secondary vocational schools in the county,and analyzed problems and causes.Finally,aiming at the existing problems,from the individual level,school level and the government level into consideration,puts forward the measures to strengthen the “double-qualified teachers” team in secondary vocational schools in the county and provides a valuable practical reference for the construction of the “double-qualified teachers” team in secondary vocational schools in the county.