职业教育属性下公共课师资队伍建设的路径探索

Exploring Approaches for the Development of General Course Faculty with Vocational Education Characteristics

摘要: 自2018年印发《关于全面深化新时代教师队伍建设改革意见》、2021年《深化新时代教育评价改革总体方案》和2022年《关于深化现代职业教育体育建设改革的意见》以来，高职教育教学改革取得了显著成效，同时也暴露了较多问题，要整体推进新时代教育改革，最有效的举措在于推进高质量高水平的教学队伍建设。公共课作为培养学生综合素质的重要教学板块，其师资队伍建设、教学内容、教学评价等都应协同改革，充分体现新时代职业教育的需求性和实用性。以落实立德树人根本任务建设良好师德师风、深化教师管理机制改革的教育强国建设目标，探索以完善管理机构、完善师资队伍方案以及综合评价教师等途径，通过激化内生动力，打造以“双师型”队伍为主、专兼结合的公共课师资队伍，在真正意义上推进职业教育高质量发展。

Abstract: Since the release of “Opinions on Comprehensively Deepening the Reform of Teacher Team Cons- truction in the New Era” in 2018, the “Overall Program for Deepening the Reform of Educational Evaluation in the New Era” in 2021, and the “Opinions on Deepening the Reform of Modern Vocational Education System Construction” in 2022, the reform of teaching and learning in higher vocational education has achieved remarkable results, and at the same time, it also exposes a greater number of problems, and in order to promote the reform of education in the new era as a whole, the most effective initiative lies in the promotion of high-quality and high-level construction of teaching teams. As an important teaching plate for cultivating students’ comprehensive quality, general courses should be reformed in concert with the construction of its teaching team, teaching content and teaching evaluation, as well as fully reflect the needs and practicality of vocational education in the new era. Guided by the national objective of building a robust educational system—which entails strengthening professional ethics and refining teacher management mechanisms—this study explores pathways to advance the high-quality development of vocational education. These pathways include optimizing administrative frameworks, enhancing faculty development programs, and implementing comprehensive teacher evaluation systems. By stimulating internal motivation, the aim is to establish a dedicated public course teaching team, primarily composed of “Dual-Qualified” teachers and supplemented by a mix of full-time and part-time staff, thereby substantively driving progress in vocational education.