广州职业教育论坛
廣州職業教育論罈
엄주직업교육론단
Guangzhou Vocational Education Forum
2015年
5期
16-20
,共5页
“双师型”教师%起源%内涵%培养
“雙師型”教師%起源%內涵%培養
“쌍사형”교사%기원%내함%배양
double-qualified teacher%origination%connotation%cultivation
“双师型”教师的概念起源于国家对高质量职教师资的需要。对“双师”的内涵有“双证说”、“双能说”、“叠加说”和“双层次说”四种理解，它们的共同点在于都强调了对职教师资多重能力和素质的要求。从“双师型”教师概念的起源、内涵角度来看，目前我国对“双师型”教师的培养还应做到：深化内涵理解、完善管理制度、拓宽培养渠道、加强政府引导和提供资金保障。
“雙師型”教師的概唸起源于國傢對高質量職教師資的需要。對“雙師”的內涵有“雙證說”、“雙能說”、“疊加說”和“雙層次說”四種理解，它們的共同點在于都彊調瞭對職教師資多重能力和素質的要求。從“雙師型”教師概唸的起源、內涵角度來看，目前我國對“雙師型”教師的培養還應做到：深化內涵理解、完善管理製度、拓寬培養渠道、加彊政府引導和提供資金保障。
“쌍사형”교사적개념기원우국가대고질량직교사자적수요。대“쌍사”적내함유“쌍증설”、“쌍능설”、“첩가설”화“쌍층차설”사충리해，타문적공동점재우도강조료대직교사자다중능력화소질적요구。종“쌍사형”교사개념적기원、내함각도래간，목전아국대“쌍사형”교사적배양환응주도：심화내함리해、완선관리제도、탁관배양거도、가강정부인도화제공자금보장。
The origination of double-qualified teacher is due to the need of high-quality teachers in the vocational education. There are 4 kinds of connotations of double-qualified teacher. The common ground of the 4 connotations is that all of them require multiple competencies of vocational teachers. In the view of the cultivation, there are five advises: The clarification of the concept, the improvement of the management, the diversification of the cultivation method, the guidance of government and the financial support.
