省属高校“双师双能型”教师认定的制度实践与困境分析——以N学院为例

Institutional Practice and Dilemmas of “Dual-Qualified and Dual-Ability” Teacher Certification in Provincial Universities—A Case Study of N College

摘要: 地方本科高校向应用型转型，对“双师双能型”教师队伍提出了刚性需求，但省属高校的师资现状与此存在明显落差，老教师实践背景薄弱、新引进人才又多出自学术路径。本文以N学院为例，该校2022年出台相关认定文件，2024年完成334名教师的认定。文章系统分析了认定标准的设置逻辑、程序运行的实际效果及暴露出的问题。数据显示，首批238人中通过证书通道的占53%，实践通道仅占15.5%，反映出认定标准对行业资质的过度依赖。尽管六步认定程序与三年动态考核构建了形式闭环，但考核门槛偏低，激励条款偏软，使得制度容易流于形式。本文建议通过细化分类考核标准、强化校企协同机制，推动“双师”认定从数量扩张向质量提升转型。

Abstract: The transition of local undergraduate universities toward application-oriented education has created an urgent demand for a faculty body of “dual-qualified and dual-ability” teachers. However, a notable gap exists between this demand and the current staffing reality in provincial universities: senior faculty often lack practical industry backgrounds, while newly recruited talents predominantly come from academic training pathways. The university issued relevant certification documents in 2022, which led to the certification of 334 teachers by 2024. The study systematically analyzes the logic behind the certification criteria, the operational effectiveness of the certification procedures, and the emergent problems. Data show that among the first batch of 238 certified teachers, 53% obtained certification through the certificate-based pathway, while only 15.5% passed the practice-based pathway, indicating an over-reliance on industry credentials in the certification standards. Although the six-step certification procedure and the three-year dynamic review mechanism constitute a formal closed-loop system, the low threshold for assessment and weakly enforced incentive provisions render the system prone to formalism. This paper proposes refining the tiered assessment criteria and strengthening university-industry collaboration mechanisms to drive the certification of “dual-qualified and dual-ability” teachers from quantitative expansion toward qualitative improvement.