The Status Quo And Strategy Of Professional Development Of "Double Qualified" Teachers In Secondary Vocational Schools

Centennial,education-oriented.With the rapid development of China's economy,all walks of life in society are increasingly demanding high-quality skilled talents.Secondary vocational education is the foundation in the field of vocational education,it mainly trains junior and intermediate professional and technical personnel,and its particularity determines The demand for teachers' education and teaching ability in secondary vocational schools is different from that of ordinary school teachers.At the same time,professional teachers with solid theoretical and practical skills have become the goal and direction of training teachers in secondary vocational education.Although the concept of "Double Qualified " teacher development in secondary vocational schools has been proposed for many years,domestic and foreign scholars have certain achievements in this field.However,the definition of the "Double Qualified " teachers is still undefined,"Double Qualified " The management norms and development strategies of the teaching staff have not yet formed a rigorous theoretical and practical system,which seriously hinders the professional development of the "Double Qualified " teachers.It is particularly important and urgent to establish an effective set of regulations and rules for the professional development of "Double Qualified " teachers in secondary vocational schools and actively promote their cultivation and development.What is the definition of the meaning of the "Double Qualified " teacher? What are the problems and causes of the current development of "Double Qualified " teachers in secondary vocational schools? Is there any relatively effective strategy?To vigorously promote the professional development of "double-type" teachers,the above-mentioned series of problems need to be overcome.This thesis takes the connotation study of "double-type" teachers as the starting point,studies the current situation and problems of the development of "double-skilled" teachers in secondary vocational schools,and studies the methods and strategies of promoting the professional development of "double-type" teachers in secondary vocational schools.Analysis,in order to provide valuable reference for the professional development of "double-type" teachers in secondary vocational schools.The research idea of this thesis is based on the literature research,combined with thecase investigation and analysis of Guangzhou T vocational school,summed up the crux of the problem and proposed solutions in a targeted way.The research method mainly uses the literature method,questionnaire survey method,Interview method,case analysis method.Firstly,on the basis of a large number of related literatures,through the comparative analysis of the results of relevant research at home and abroad and the reflection on the results,the concept and connotation of the "Double Qualified" teachers in secondary vocational schools are defined;Secondly,taking Guangzhou T vocational school as the research object,through questionnaires,interviews,case analysis and other methods,the current professional development status,existing problems and causes of the school's "Double Qualified" teachers are analyzed and summarized.The author summarizes and analyzes from the three levels of society,school and individual,and proposes that the current professional development of "Double Qualified" teachers mainly focuses on the inadequate policies and regulations of the government and schools,the weak awareness of professional development of teachers and the lack of professional development ability;Based on the above problems and the causes of the analysis,it is proposed that the professional development of "Double Qualified" teachers in secondary vocational schools should be:Strengthen the functions of government institutions;formulate relevant policy systems;reform the management system of “double-type” teachers in schools;establish a sound “double-skilled” teacher training system;explore new school-enterprise cooperation systems,and achieve mutual benefit between schools and enterprises;Internal power sources,develop self-development plans,and seek effective development paths.Based on the investigation of the current situation of the development of professional teachers in T vocational schools,it is found that there is a bias in the perception of“Double Qualified”teachers in secondary vocational schools and teachers,although both schools and individual teachers are aware of the professional development of“Double Qualified”teachers.Importance,but due to the influence of the lack of state-led policies and social support and the irregularities in the management of the vocational education system,the overall development and personal professional development of the“Double Qualified”teachers in the school are not clear,and the strategy is not clear.Waiting for the situation.Therefore,under the premise of analyzing the survey data,the following strategies and suggestions are proposed in a targetedmanner.Firstly,the government's policy is the main direction,including the definition of the meaning of the“Double Qualified”teachers,and the establishment and improvement of the“Double Qualified”."Teacher qualification examination system and on-the-job evaluation system,reforming the teacher title evaluation system and creating an independent "Double Qualified" teacher title evaluation system;secondly,the school should establish a suitable school according to the current "Double Qualified" teacher development status Develop personnel recruitment system and management assessment mechanism for demand,improve teacher incentive mechanism and training system,and establish an effective school-enterprise cooperation training model;finally,on the individual side,strengthen the internal motivation of teacher development and help teachers establish personal development plans.Promote the sustainable development of individual teachers.