Research On The Optimization Of The Certification Standard Of "Double-Typed Qualities" Teachers In Higher Vocational Colleges Based On Competency Model

Since the birth of the concept of "double-typed qualities" teachers,the construction of "double-typed qualities" teachers has attracted high attention in the field of higher vocational education.However,it is regrettable that many theoretical and practical problems related to the construction of "double-typed qualities" teachers are still serious,such as the definition is not unified,the teachers’ training mechanism is not sound,especially the professional standards and qualification identification index system are not imperfect,which make the identification of "double-typed qualities" teachers in China is still in the exploratory stage of "crossing the river by feeling the stones" based on previous experience.So far,China has not formed an official and unified certification standard for "double-typed qualities" teachers with strong scientific nature,high recognition degree and wide practical scope,which affects the level of the construction of teachers,and dampens the enthusiasm of teachers to transform to "double-typed qualities " teachers in higher vocational colleges.Especially in the face of the diversified demand for talents in the new era,higher vocational education is confronted with great challenges as well as opportunities.Among them,the teachers who directly shoulder the mission of talent training bear the burden.The contradiction between the growing social demand for high-quality compound talents and the lack of sufficient competence of most"double-typed qualities" teachers is becoming more and more prominent,which restricts the pace of transformation and development of higher vocational education in China.Standards are the basis and premise of strict quality control,so it’s urgent to improve the development quality and formulate scientific and effective standards for the certification of "double-typed qualities" teachers in higher vocational colleges.This study takes"double-typed qualities" teachers in higher vocational colleges as the object,comprehensively adopts the methods of questionnaire survey,interview,literature analysis and factor analysis,explores the current status of the certification of"double-typed qualities" teachers in higher vocational colleges,and on this basis constructs the certification standard of "double-typed qualities" teachers based on the competency model,and then puts forward relevant suggestions to promote the optimization of certification practice,which can be divided into six parts:The first chapter mainly introduces the background and significance,the content and methods of the research,reviews the status quo of the relevant research at home and abroad.The second chapter defines the core concepts of the research,and introduces competency theory,teacher professional development theory and human-job matching theory as the theoretical basis of the research.The third chapter scans the current situation of the construction of "double-typed qualities" teacher qualification certification in higher vocational colleges,including the practical difficulties in qualification certification practice,such as the school’s emphasis on floating on the surface,higher vocational colleges’ singing of "one-man show",the update of certification standard was lagging,and the corresponding supporting measures were not perfect.Based on the provincial administrative standards,school-based standards and representative scholar standards for the certification of "double-typed qualities" teachers,this paper analyzes these existing certification standards at all levels and various types,and obtains the text status quo of certification standards for"double-typed qualities" teachers in higher vocational colleges in China.The fourth chapter analyzes the reason of introducing competency model from two aspects of necessity and possibility,and constructs an index framework covering both explicit and implicit indicators for the certification standard of "double-typed qualities"teachers in higher vocational colleges,which include six aspects and 28 secondary indicators:teachers’ qualification conditions,teachers’ basic literacy,professional theoretical knowledge,professional practical skills,practical teaching ability and educational research ability.The aim is to provide a useful attempt and reference for the optimization of the current provincial administrative standards and school-based standards,and the formulation of the certification standards for "double-typed qualities"teachers at all levels in the future.The fifth chapter puts forward some practical directions to promote the optimization based on the practical difficulties and the construction of the index framework for the certification of "double-typed qualities" teachers in higher vocational colleges:promoting the concept change of multiple stakeholders,strengthening the practical operability and realizing the dynamic construction of the certification standard,and perfecting the relevant supporting measures of certification standard of "double-typed qualities"teachers.