Under The Background Of "Double High" Research On The Evaluation Mechanism Of "Double Qualified" Teachers

The report of the 19 th National Congress emphasizes that in order to achieve high-quality development and make development the first priority of the Party’s governance and rejuvenation of the country,it is necessary to establish a solid material and technological foundation,work together across the country to create a skilled society,and take technology as the core in all walks of life to constantly forge ahead and jointly promote economic development.To this end,the country has proposed the "Double High Plan",which aims to improve the educational level of vocational education and provide a solid material and technological foundation for China to fully build a strong socialist country."Double qualified" teachers are one of the ten key objects of investigation in the "Double High Construction",and they are also key factors determining the quality of vocational education.In the context of economic upgrading,social transformation,and the need for "double high construction",the high-quality development of "double qualified" teachers is the essence of the times.As an important means of identifying teachers and accepting their performance,evaluation has guiding significance for the construction of a "double qualified" teacher team.At present,few studies have been conducted on the "double qualified" teacher evaluation mechanism in China in the context of "double high construction".Therefore,researchers have analyzed the actual situation of the "double qualified" teacher evaluation mechanism in the context of "double high construction" from a macro perspective,exploring the guiding principles that correspond to it,promoting the improvement of the evaluation mechanism,and providing some suggestions for the improvement of the "double qualified" teacher evaluation mechanism in China’s "double high construction".Collect the relevant policies and texts of the "double qualified" teacher evaluation mechanism under the background of "double high construction",integrate and sort out the development trend of the current "double qualified" teacher evaluation mechanism,and use comparative analysis to analyze the relevant texts,so as to know the characteristics of the current "double qualified" teacher recognition mechanism and performance evaluation mechanism under the work deployment of the "double high plan".In the "dual qualification" teacher certification mechanism,through collecting national level certification standards documents,existing provincial level certification standards documents,and specific texts issued in the "dual high plan",we found that the "dual qualification" teacher certification standards reflect different connotation characteristics in national,provincial,and school level certification standards,and the national level certification standards play a guiding role,emphasizing the importance of teacher ethics education;The provincial text designates a single accreditation body;Colleges and universities are the main institutions that implement accreditation,and their standards aim to promote the sustainable development of "double qualified" teachers.In addition,the "double height construction" in this performance appraisal work reflects six characteristics: "scientificity","applicability","diversity","liquidity","guidance",and "flexibility".Summarize the existing text and the publicity in higher vocational colleges.There are three difficulties in the operation of the "double qualified" teacher evaluation mechanism under the background of "double high construction".They are the deviation of the evaluation subject in implementation,the misunderstanding in the operation of the evaluation mechanism,and the obstruction in the operation of the supervision mechanism.The improvement of the "dual qualification" evaluation mechanism needs to take into account the particularity of the dual identity of "dual qualification" teachers.Through deductive methods,it is possible to obtain guidance on the structure construction,operation specifications,and organizational management methods of the "dual qualification" teacher evaluation mechanism from the surrounding performance structure theory,self determination theory,and new system theory.Firstly,by introducing the concept of peripheral performance structure theory and combining the current development situation of "double qualified" teachers,it is clear that the current "double qualified" teacher evaluation mechanism should not only focus on the abilities of participating teachers,but also pay attention to their social relationships when constructing indicators.This clarifies that the "double qualified" teacher evaluation mechanism should abide by the principles of comprehensiveness,pertinence,guidance,and feasibility when constructing performance indicators.Secondly,the self determination theory clarifies the need for "double qualified" teachers to pursue comprehensive literacy development,and the inspiration for researchers is that when conducting "double qualified" evaluations,it is necessary to stimulate the subjective initiative of participants.Finally,based on the perspective of new institutional theory,constructing evaluation indicators needs to consider whether their indicators can echo the background meaning of "double high construction".Based on the guidance of peripheral performance structure theory,self determination theory,and new system theory,measures and suggestions are proposed to coordinate the evaluation institutions of "double qualified" teachers,optimize the evaluation methods of "double qualified" teachers,and implement the supervision responsibilities of "double qualified" teachers in accordance with the three difficult points in the operation of the "double qualified" teacher evaluation mechanism.This study aims to provide effective suggestions for improving the "double qualified" teacher evaluation mechanism,promote the comprehensive quality improvement of the "double qualified" teacher group through the improvement of the evaluation mechanism,thereby promoting the process of "double qualified" construction,and provide strong support for building a high-quality "double qualified" teacher team.