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　　中(zhong)國教(jiao)(jiao)育(yu)報-中(zhong)國教(jiao)(jiao)育(yu)新(xin)聞(wen)網訊(記(ji)者 梁丹(dan) 黃璐(lu)璐(lu))高(gao)質量教(jiao)(jiao)師(shi)隊(dui)伍是(shi)深化新(xin)時代(dai)國家職業(ye)教(jiao)(jiao)育(yu)改革(ge)的(de)關鍵支撐力量。民進中(zhong)央調研顯(xian)示，據(ju)不(bu)完(wan)全統(tong)計，目前(qian)我國12所職業(ye)技術師(shi)范院(yuan)校(xiao)(xiao)每年招收約2萬職教(jiao)(jiao)師(shi)范生(sheng)，且(qie)都沒有教(jiao)(jiao)育(yu)博士學位授(shou)予權，無法(fa)較好滿足高(gao)職院(yuan)校(xiao)(xiao)對高(gao)學歷教(jiao)(jiao)師(shi)的(de)新(xin)的(de)需求；同(tong)時，近十(shi)年，已先后有6所原(yuan)本(ben)參與(yu)高(gao)水平職教(jiao)(jiao)師(shi)資培養(yang)的(de)綜合(he)性大學或地(di)方師(shi)范院(yuan)校(xiao)(xiao)不(bu)再培養(yang)職教(jiao)(jiao)師(shi)資。

　　針對(dui)職業教育教師培養培訓供需(xu)現狀，民(min)進(jin)中央建(jian)議：

　　一(yi)是完(wan)(wan)善職業(ye)教(jiao)(jiao)育師(shi)(shi)資(zi)隊伍的專業(ye)素養標準(zhun)體系。瞄準(zhun)類型(xing)定位，參考國外職業(ye)教(jiao)(jiao)育發展的有益做法，整(zheng)體設計職教(jiao)(jiao)教(jiao)(jiao)師(shi)(shi)資(zi)格體系框架。完(wan)(wan)善職業(ye)學(xue)校校長(書記)和教(jiao)(jiao)師(shi)(shi)職業(ye)標準(zhun)。“雙(shuang)師(shi)(shi)型(xing)”認定要規范技能等級(ji)證書、技能比賽獎項和職業(ye)教(jiao)(jiao)育教(jiao)(jiao)學(xue)成果的采用。

　　二是提(ti)(ti)升(sheng)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)技術(shu)師(shi)(shi)(shi)范(fan)(fan)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)培(pei)養層(ceng)次，提(ti)(ti)升(sheng)培(pei)訓效果。在(zai)培(pei)養方(fang)(fang)面，嘗試在(zai)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)技術(shu)師(shi)(shi)(shi)范(fan)(fan)院(yuan)(yuan)校(xiao)增設跨(kua)學(xue)科性(xing)質的(de)博(bo)士(shi)(shi)點(dian)，擴大(da)碩士(shi)(shi)培(pei)養規模(mo)(mo)。擴大(da)高(gao)水平(ping)綜合性(xing)大(da)學(xue)、工(gong)(gong)科院(yuan)(yuan)校(xiao)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)碩士(shi)(shi)和博(bo)士(shi)(shi)的(de)招生范(fan)(fan)圍(wei)，鼓勵他(ta)們更多招收具有3年以上企(qi)業(ye)(ye)(ye)(ye)工(gong)(gong)作(zuo)經歷或職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)經歷人員。同時，可(ke)嘗試構建職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)技術(shu)師(shi)(shi)(shi)范(fan)(fan)院(yuan)(yuan)校(xiao)實施職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)公費師(shi)(shi)(shi)范(fan)(fan)生制度(du)，提(ti)(ti)高(gao)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)學(xue)校(xiao)師(shi)(shi)(shi)資(zi)培(pei)養規模(mo)(mo)和力(li)(li)度(du)，更好(hao)滿足中(zhong)西部(bu)(bu)(bu)高(gao)水平(ping)中(zhong)高(gao)職(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)師(shi)(shi)(shi)資(zi)緊迫需求。在(zai)培(pei)訓方(fang)(fang)面，關注提(ti)(ti)升(sheng)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)的(de)數(shu)字(zi)素(su)養，將(jiang)(jiang)數(shu)字(zi)工(gong)(gong)作(zuo)能(neng)力(li)(li)作(zuo)為(wei)全國職(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)資(zi)培(pei)訓的(de)重(zhong)點(dian)，將(jiang)(jiang)數(shu)字(zi)能(neng)力(li)(li)框架納入(ru)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)技術(shu)師(shi)(shi)(shi)范(fan)(fan)院(yuan)(yuan)校(xiao)的(de)人才(cai)培(pei)養方(fang)(fang)案(an)。可(ke)考慮實施“職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)院(yuan)(yuan)校(xiao)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)數(shu)字(zi)工(gong)(gong)作(zuo)能(neng)力(li)(li)提(ti)(ti)升(sheng)”專(zhuan)項培(pei)訓計劃，或將(jiang)(jiang)其(qi)納入(ru)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)部(bu)(bu)(bu)、財政部(bu)(bu)(bu)實施的(de)“職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)院(yuan)(yuan)校(xiao)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)素(su)質提(ti)(ti)高(gao)計劃”。

　　三是深化職業(ye)(ye)教(jiao)育(yu)教(jiao)師(shi)(shi)隊(dui)伍管理(li)改革(ge)。優化固定崗(gang)與流(liu)動崗(gang)相(xiang)結合的職業(ye)(ye)教(jiao)育(yu)教(jiao)師(shi)(shi)管理(li)體制機(ji)制，將一定比例的流(liu)動崗(gang)聘任權完(wan)全下放到(dao)職業(ye)(ye)院(yuan)校，完(wan)善多方投(tou)入(ru)機(ji)制，提高(gao)流(liu)動崗(gang)教(jiao)師(shi)(shi)的課酬標準，完(wan)善行業(ye)(ye)企業(ye)(ye)高(gao)端人才(cai)引進機(ji)制和支持機(ji)制，更(geng)好引導(dao)有意愿的企業(ye)(ye)高(gao)技能人才(cai)進入(ru)有需求的職業(ye)(ye)院(yuan)校任教(jiao)。