Research On The Current Situation And Countermeasures Of "Double-position Teachers" Faculty In Yanji Vocational High School

In recent years,the Central Committee of the party and the State Council have attached great importance to the development of vocational education,and the vocational education in in China has ushered in an unprecedented opportunity for development.In order to further improve the vocational education in in China,it is urgent to strengthen the construction of teaching staff in vocational schools..As a career oriented education based on employment,professional skills and professional competence,vocational education is more focused on the training of students'professional practical skills and hands-on innovation ability than ordinary education.This requires the vocational education must build a qualified "double-position teachers "faculty,to produce high quality and high skilled labor talents for the society.The construction of a high-quality "double-position teachers "faculty is an important guarantee for the further reform and development of vocational education..This paper mainly adopts the literature method,survey method and interviewing method,with Yanji Vocational High School as the research object,using "the questionnaire on the status of 'double-position teachers 'faculty in Yanji Vocational High Schools",the following conclusion have been drawn:First,there are significant differences in the professional level among the"double-position teachers" of different ethnic groups,the average score of Chinese Korean teachers is higher than that of the Han nationality teachers;There are significant differences in the professional level of among the "double-position teachers" with different access channels,and the average score of recruited teachers teachers is higher than that of technicians;There are significant differences in role identification among the "double-position teachers" with different professional titles,the average score of"double-position teachers" with level Two is higher than that of other professional teachers;There are significant differences in role identity among the "double-position teachers" with professional technology grades,the average score of "double-position teachers" with advanced technology level is higher than that of other level teachers.Second,the principal does not pay enough attention to the professional development of "double-position teachers",which affects the professional level of"double-position teachers",which leads to the general level of professional ability of"double-qualified" teachers.Third,the lack of effective incentive mechanism and evaluation mechanism affects the role identification of some "double-position teachers",leading to the lack of attention to the professional development of "double-position teachers".Fourth,the lack of diversified training system of'double-position teachers"faculty leads to the general level of professional knowledge and professional competence,which restricts the professional development of'double-position teachers" faculty.In view of the above-mentioned facats,made the following recommendations:First,we should establish a training base and training mechanism for "double-position teachers" faculty.Second,take effective measures of "double-position teachers" faculty's self incentive.Third,we should establish salary,welfare and evaluation mechanism for"double-position teachers" faculty.Fourth,the school should cooperate with the enterprise,mutual benefit and reciprocity,to build a platform for the construction of"double-position teachers" faculty.