双师型教师队伍建设须双管齐下

近日，中共中央、国务院印发《关于全面深化新时代教师队伍建设改革的意见》（以下简称《意见》），释放新时期建设党和人民满意的高素质专业化创新型教师队伍的强烈信号，对各级各类教师队伍建设的目标、内容和保障，教师的地位、待遇、培养等指明了方向。双师型教师队伍建设也不例外，不但总体上有教师队伍建设的系统、全面的要求，也专门对双师型教师队伍建设提出了新任务、新举措，热切回应了实践需求和社会期待。

双师型教师，就是教师不但要有教师资格，还要有职业资格，横跨职业院校和行业企业，同时是学校的老师和企业的员工，以更好地促进产学研相融。就双师型教师队伍建设而言，《意见》明确指出教师队伍建设要“分类施策”，并专门就双师型教师队伍建设如何抓质量、怎样强管理，定目标、提举措等进行规定，主要涉及双师型教师素质提升计划、校企联合培养、教师资格标准及认定、用人自主权、兼职任教、考核评价等内容，一定程度上消除了实践中长期制约双师型教师队伍建设的一些政策性阻碍。但是，基于双师型教师地位的特殊性、要求的复杂性、培养的困难性、管理的多重性，在《意见》原则性的规定之下，仍然亟待进一步的法律化、体系化，多策并举、落细落小。

构建一套什么样的制度体系和如何构建这样一套体系，直接影响每个教师个体生产力发挥。产教融合背景下，校企双制、工学一体，从校企育人“双重主体”到学生学徒“双重身份”，关键在于双师型教师。双师型教师必须在追求营利性的企业和要求公益性的学校中“兼职”或“旋转”，加之行业企业与教师、学校与教师、行业企业员工（教师）与学生（学徒）等错综复杂的权责利关系，还要法律化、体系化的双师型教师队伍制度体系跟上。

深化职业院校、应用型高校教育教学改革，学校专业规划、教学设计、实习实训等人才培养环节的实施效果如何，取决于双师型教师的素质和水平。应贯彻落实《意见》，秉持“分类施策”原则，建构一整套适应职业教育、高等教育应用型人才培养要求的双师型教师制度体系。

一方面，期待立法部门尽快落实《意见》，将政策上升为法律或在修订法律时予以吸收。对于双师型教师队伍，最关键的莫过于关于教师资格的标准及其认定需要教师法或教师资格条例予以明确，从而可以从根本上打通职教、高教教师与行业企业技术能手、工程师转换或兼顾的一些障碍，并为双师型教师的培养、管理等奠定法律基础。

另一方面，通过制定行政法规或规章，就双师型教师队伍建设出台相应的办法，制度化、法律化顶层设计。《意见》的原则性规定为双师型教师制度体系奠定了很好的基础，在纵向上还需对双师型教师按照中职、高职、应用型高校分层，类型化教师资格标准与认定、培养和管理；在横向上，由于双师型教师的培养涉及产业和教育领域，需要明确行业企业或行业协会参与双师型教师认定、培养、管理的程序和权责。此外，还需政府、企业、学校、协会等主体，在实践中结合实际予以具体化，从而形成制度化的体系。

来源：人民网

Double Teachers' team construction must be in two ways

Recently, the CPC Central Committee and the State Council issued "on deepening the new era of teachers comprehensive reform opinions" (hereinafter referred to as the "opinions"), the release of high-quality professional construction in the new period the party and the people's satisfaction of strong signal innovative teachers, on the target, content and security at all levels of teacher team construction, pointed out the direction of the status of teachers, treatment, training etc.. The construction of double qualified teachers is no exception. Not only does it have a systematic and comprehensive requirement for the construction of teaching staff, but it also puts forward new tasks and measures for the construction of double qualified teachers, which earnestly responds to practical needs and social expectations.

A double qualified teacher is not only qualified teachers, but also vocational qualifications. They cross all vocational schools and industry businesses, and are teachers and employees at the same time, so as to better promote the integration of industry, University and research. The construction of double qualified teachers, the "opinions" clearly pointed out that the construction of teachers "classification strategies", and specifically on the construction of double qualified teachers how to grasp the quality, how to strengthen management, set goals, provided measures such as provisions, mainly related to the quality of teachers provided rise plan, joint training school enterprise, teacher qualification standards and cognizance, autonomy, part-time and evaluation etc., to a certain extent to eliminate the practice of some policy restricts the construction of double qualified teachers obstacles.  However, based on the particularity of the dual qualification teachers' status, the complexity of the requirements, the difficulty of training and the multiplicity of management, under the principle of "opinion", we still need further legislation and systematization.

How to build a set of system and how to build such a system directly affects the individual productivity of each teacher. Under the background of integration of production and education, school enterprise double system and integration of work and study, the key to double identities lies in the dual identities from school enterprise education to student apprenticeship.  Teachers must be in the pursuit of profit of the enterprise and the requirements of public schools in the "part-time" or "rotation", coupled with the industry enterprises and teachers, schools and teachers, industry employees (teachers) and students (Apprentice) and other perplexing relations between the duties, to keep up with the double qualified teachers and legal system and systematic.

To deepen the reform of education and teaching in Vocational Colleges and application-oriented universities, the implementation effect of school professional planning, teaching design, practical training and other personnel training depends on the quality and level of double quality teachers. We should carry out the "opinion" and uphold the principle of "classification policy", and build a set of double qualified teacher system suitable for vocational education and higher education application-oriented talents training.

On the one hand, we expect the legislative department to implement the "opinion" as soon as possible, to increase the policy into law or to absorb it in the revision of the law. For the double qualified teachers, the most important thing about the teachers' qualification standard and cognizance method requires teachers or teacher qualification regulations to be clear, which can get through vocational education, higher education teachers and technical experts, industry engineer or conversion both some obstacles fundamentally, and lay a legal foundation for training, double the teacher's management.

On the other hand, through the formulation of administrative regulations or regulations, the construction of the Double Teachers' team has been put on the basis of the corresponding measures, the top level of institutionalization and legalization. "Opinions" of the principle provisions has laid a good foundation for the teachers in the vertical system, the need for teachers in secondary vocational school, the application of higher vocational colleges, stratification, type of teacher qualification standards and identification, cultivation and management; on the other hand, because of the double type teachers' training involved in industry and education industry needs a clear enterprise or industry associations to participate in teachers training, identification, management procedures and responsibilities. In addition, the government, enterprises, schools, associations and other subjects are also required to be concrete in practice in combination with the practice, thus forming a systematic system.