华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2025, Vol. 43 ›› Issue (4): 116-125.doi: 10.16382/j.cnki.1000-5560.2025.04.009

• 职业教育 • 上一篇    

高职院校“双师型”教师专业能力建设之困与解：基于大规模语料的质性研究

刘婷婷1,2, 金明磊1,3, 蔡连玉4   

  1. 1. 浙江旅游职业学院人事处，浙江杭州 311215
    2. 韩国又松大学一般大学院，韩国 大田广域 34606
    3. 杭州师范大学经亨颐教育学院，浙江杭州 311121
    4. 浙江师范大学教育学院，浙江金华 321004
  • 接受日期:2024-12-18 出版日期:2025-04-01 发布日期:2025-03-25
  • 基金资助:
    浙江省高职教育“十四五”教学改革项目“基于专业化教学标准的高职教师专业能力提升策略研究”（JG20230078）。

How to be “Double-qualified” Teachers: A Qualitative Study on Professional Ability Construction of Higher Vocational Colleges Based onLarge Scale Corpus

Tingting Liu1,2, Minglei Jin1,3, Lianyu Cai4   

  1. 1. Personnel Department, Tourism College of Zhejiang, Hangzhou 311215, China
    2. School of General Studies, Atsu University, Daejeon 34606, Korea
    3. Jinghengyi College of Education, Hangzhou Normal University, Hangzhou 311121, China
    4. College of Education, Zhejiang Normal University, Jinhua 321004, China
  • Accepted:2024-12-18 Online:2025-04-01 Published:2025-03-25

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摘要：

近年来，虽然我国高职院校教师队伍建设整体上取得了新的发展，但高职院校应如何开展“双师型”教师专业能力建设仍在探索之中。研究收集了全国500所职业院校的9259份教师专业发展总结性文本，并基于理论性抽样，对16位职业院校教师、管理人员、学生以及相关企业负责人进行了深度访谈，最终汇总形成了829万字的语料库。运用NVivo软件对语料库进行分析后发现，当前职业院校“双师型”教师专业能力建设存在以下主要问题：制度供给力度有待提升；专业能力建设存在盲点；评价激励制度亟需完善。为了更好地为社会培养高素质技术技能型人才，针对上述实践问题，高职院校“双师型”教师专业能力建设需加强高职教师专业能力建设的政策支持，构建“双师并修”专业能力终身发展体系，完善教师专业能力提升的评价激励机制。

关键词: “双师型”教师, 高职院校, 专业化教师队伍, 大规模语料, 质性研究

Abstract:

In recent years, although the overall development of the teaching workforce in China's vocational colleges has made significant progress, how vocational colleges should carry out the professional capacity building of "dual-qualified" teachers remains an area of exploration. This study collected 9,259 teacher professional development summary texts from 500 vocational colleges across the country and, based on theoretical sampling, conducted in-depth interviews with 16 participants, including vocational college teachers, administrators, students, and relevant enterprise representatives. Ultimately, a corpus of 8.29 million words was compiled. After analyzing the corpus using NVivo software, the following major issues were identified regarding the current professional capacity building of "dual-qualified" teachers in vocational colleges: insufficient institutional support, gaps in professional capacity development, and the urgent need for improvements in evaluation and incentive mechanisms. To better serve society with high-caliber, skilled technical professionals, vocational colleges need to address these practical challenges. This requires enhancing policy support for vocational teacher professional development, building a "dual-teaching qualification" lifelong professional development system, and improving the evaluation and incentive mechanisms for advancing teachers' professional capacities.

Key words: “double-qualified” teachers, higher vocational colleges, professional teacher teams, large-scale corpus, qualitative research