“双师”视角下高校EGP教师教学角色的重构与转型机制探析

A Study on the Reconstruction and Transformation Mechanism of College EGP Teachers’ Teaching Roles from the Perspective of “Dual-Teacher” Model

摘要: 针对我国产业升级与高等教育类型结构转型同步加速大背景下高校EGP教师面临的角色转型困境，本研究旨在探索“双师”视角下教师从“通用语言讲授者”向“语言–职业融合导师”转型的机制与路径，破解其行业知识断层、教学胜任力缺失及身份路径依赖等核心问题。通过提出可操作路径，诸如校企协同、课程重构、评价激励及校本支持等实现系统化改革。EGP教师角色转型需依托制度化的跨界协同，其成功实践能有效弥合语言教学与职业需求鸿沟，为培养“语言 + 专业”复合型人才提供关键支撑。

Abstract: Amid the accelerating industrial upgrading and transformation of higher education structure in China, EGP (English for General Purposes) teachers in universities are increasingly facing challenges in redefining their professional roles. This study explores the mechanisms and pathways of role transformation for EGP teachers from the perspective of the “dual-teacher” model—shifting from traditional language instructors to integrated mentors who combine language education with professional guidance. It aims to address key issues such as the disconnect from industry knowledge, insufficient teaching competence, and identity path dependency. By charting an actionable roadmap—featuring university-industry collaboration, curriculum redesign, assessment incentives, and school-based support—the reform can be delivered as a coherent system. The role shift for EGP teachers must be anchored in institutionalized cross-boundary teamwork; when this succeeds, it bridges the persistent gap between language instruction and workplace demands, providing the linchpin for cultivating “language + discipline” graduates.