【摘要】 自学术界最早于1990年提出职业教育"双师"教师这一概念,国务院首次于1994年提出职业教育教师"双职称"以来,由于各方对"双师"教师资格认证标准理解不同,所以形成了称谓众多的"双师"教师说法和做法。只有弄清"双师"教师学术概念与政策概念及其标准演进路径,并针对"双师"教师资格认证标准中存在的理论逻辑不清、认证程序不一、操作标准各异、一次简单认证、兼职标准过低等问题,通过加强"双师"理论研究,促进内涵与形式相融合;强化"双师"制度设计,促进保障机制完善;各方参与同向发力,促进培养路径创新等途径,才能不断扩大"双师"教师队伍数量和提高"双师"教师队伍质量。更多还原

【Abstract】 In 1990, the concept of "double-qualified" teachers in vocational educationwas first put forward in the academic circle. And till 1994, the State Council initially proposed "double-title" teachers for vocational education in policies, and many kinds of opinions and practices about "double-qualified" teachers have been formed because of the different understanding of qualification certification standards. It is necessary to clarify the academic and policy concept of "double-qualified" teachers and the standard evolution path, aiming at the problems of unclear theoretical logic, different certification procedures, different operation standards, one simple certification and low part-time standard in the qualification certification standard of "double-qualified" teachers, strength the theoretical research of "double-qualified" teachers, promote the integration of connotation and form, strength the system design of "double-qualified" teachers, promote the perfection of guarantee mechanism, and promote the innovation of training path with all parties participating in the same direction, in order to expand the number of "double qualified" teachers and improve the quality of "double qualified" teachers.更多还原