“双师型”教师发展对高职院校传统人文教师转型的影响探究

Exploring the Impact of “Dual Teacher” Faculty Development on the Transformation of Traditional Humanities Teachers in Higher Vocational Institutions

摘要: 在社会经济发展转型升级的新时代背景下，教育深化产教融合，与各行业实现协同发展、协作育人，是教育实现内涵式发展的有效途径，“双师型”教师作为高职院校发展教育、推动产业发展的关键因素，其发展不断扩大。但随着高职院校“双师型”教师队伍的不断发展和完善，对其传统人文教师的发展有了一定的冲击，使得传统人文教师需要进行发展转型。文章基于政策文本分析，围绕“双师型”教师队伍建设的内容、发展、特点等要点，结合三维话语分析框架，以第三方视角进行分析评价总结，并将其与高职院校的传统人文教师队伍的建设困境进行比较分析，提出高职院校传统人文教师未来的发展建议，以及对传统人文教师发展政策。

Abstract: In the new era of socio-economic transformation and upgrading, deepening the integration of education and industry, and achieving coordinated development and collaborative talent cultivation with various industries, is an effective path for education to achieve intrinsic development. “Dual-qualified” teachers, as a key factor in the development of vocational colleges and the promotion of industrial development, are seeing their roles continue to expand. However, as the “dual-qualified” teacher workforce in vocational colleges continues to develop and improve, it has had a certain impact on the development of traditional humanities teachers, necessitating their transformation and development. This article, based on policy text analysis, focuses on the content, development, and characteristics of “dual-qualified” teacher teams. It employs a three-dimensional discourse analysis framework to conduct an analytical evaluation and summary from a third-party perspective. It compares and contrasts this with the challenges faced in the development of traditional humanities teacher teams in vocational colleges, proposing future development recommendations for traditional humanities teachers in vocational colleges, as well as policies to support their development.