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1、加快推進“雙師型”教師認定工作

貫徹黨(dang)的(de)(de)(de)二十(shi)大(da)(da)精神，落實(shi)新(xin)(xin)(xin)修訂的(de)(de)(de)《中(zhong)(zhong)華(hua)人(ren)民共(gong)和(he)(he)國(guo)(guo)(guo)職業教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)法(fa)(fa)》《中(zhong)(zhong)共(gong)中(zhong)(zhong)央國(guo)(guo)(guo)務院關于(yu)全面深化(hua)(hua)新(xin)(xin)(xin)時(shi)代(dai)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)隊伍(wu)建設改革(ge)的(de)(de)(de)意(yi)見》和(he)(he)中(zhong)(zhong)共(gong)中(zhong)(zhong)央辦(ban)公廳(ting)、國(guo)(guo)(guo)務院辦(ban)公廳(ting)《關于(yu)推動現代(dai)職業教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)高質量發(fa)展的(de)(de)(de)意(yi)見》要求(qiu)(qiu)，2022年教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)部辦(ban)公廳(ting)發(fa)布《關于(yu)做好職業教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)“雙(shuang)(shuang)(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)認(ren)定(ding)(ding)(ding)工作的(de)(de)(de)通知》，出臺了《職業教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)“雙(shuang)(shuang)(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)基(ji)(ji)本(ben)標準(zhun)（試行）》，要求(qiu)(qiu)各省(sheng)級(ji)(ji)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)行政部門應結合本(ben)地(di)具(ju)體情況，參照制定(ding)(ding)(ding)修訂本(ben)級(ji)(ji)“雙(shuang)(shuang)(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)認(ren)定(ding)(ding)(ding)標準(zhun)、實(shi)施辦(ban)法(fa)(fa)，明確(que)支持(chi)舉措，實(shi)行分類(lei)評價(jia)，并適時(shi)調(diao)整完(wan)善。各地(di)各校制定(ding)(ding)(ding)的(de)(de)(de)“雙(shuang)(shuang)(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)認(ren)定(ding)(ding)(ding)標準(zhun)不低于(yu)國(guo)(guo)(guo)家(jia)(jia)規定(ding)(ding)(ding)的(de)(de)(de)基(ji)(ji)本(ben)標準(zhun)。國(guo)(guo)(guo)家(jia)(jia)“雙(shuang)(shuang)(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)認(ren)定(ding)(ding)(ding)標準(zhun)與以(yi)往各地(di)的(de)(de)(de)“雙(shuang)(shuang)(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)認(ren)定(ding)(ding)(ding)標準(zhun)相比，不僅僅滿足同時(shi)具(ju)備理(li)論教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學和(he)(he)實(shi)踐教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學能(neng)力的(de)(de)(de)要求(qiu)(qiu)，按(an)照黨(dang)的(de)(de)(de)十(shi)九大(da)(da)報告提(ti)出的(de)(de)(de)培養知識(shi)型(xing)、技能(neng)型(xing)和(he)(he)創(chuang)新(xin)(xin)(xin)型(xing)勞動者大(da)(da)軍，《中(zhong)(zhong)共(gong)中(zhong)(zhong)央國(guo)(guo)(guo)務院關于(yu)全面深化(hua)(hua)新(xin)(xin)(xin)時(shi)代(dai)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)隊伍(wu)建設改革(ge)的(de)(de)(de)意(yi)見》中(zhong)(zhong)提(ti)出的(de)(de)(de)建立高素質、專業化(hua)(hua)、創(chuang)新(xin)(xin)(xin)型(xing)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)隊伍(wu)，基(ji)(ji)于(yu)上(shang)述(shu)要求(qiu)(qiu)，國(guo)(guo)(guo)家(jia)(jia)“雙(shuang)(shuang)(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)認(ren)定(ding)(ding)(ding)基(ji)(ji)本(ben)標準(zhun)在理(li)論教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學和(he)(he)實(shi)踐教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學能(neng)力基(ji)(ji)礎上(shang)突出教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學改革(ge)創(chuang)新(xin)(xin)(xin)能(neng)力，可(ke)以(yi)說國(guo)(guo)(guo)家(jia)(jia)構建了“雙(shuang)(shuang)(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)認(ren)定(ding)(ding)(ding)標準(zhun)的(de)(de)(de)升級(ji)(ji)版。

2、實施職業學校教師學歷提升計劃

一(yi)(yi)(yi)是開展職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)(xiao)(xiao)(xiao)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)在職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)攻讀碩(shuo)(shuo)(shuo)士(shi)(shi)(shi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)位(wei)(wei)。事實(shi)(shi)上，2000年教(jiao)(jiao)(jiao)育(yu)(yu)部和學(xue)(xue)(xue)(xue)(xue)(xue)(xue)位(wei)(wei)辦創造性地(di)設置了職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)(xiao)(xiao)(xiao)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)在職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)攻讀碩(shuo)(shuo)(shuo)士(shi)(shi)(shi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)位(wei)(wei)培(pei)養(yang)(yang)(yang)項目(mu)，單(dan)獨(du)招(zhao)生(sheng)、單(dan)獨(du)考(kao)試，實(shi)(shi)施16年來，平(ping)均每年培(pei)養(yang)(yang)(yang)2000名左右，為(wei)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)(xiao)(xiao)(xiao)培(pei)養(yang)(yang)(yang)了大約(yue)3萬名碩(shuo)(shuo)(shuo)士(shi)(shi)(shi)研(yan)(yan)究(jiu)(jiu)生(sheng)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)，受(shou)到中等職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)(xiao)(xiao)(xiao)普(pu)遍(bian)歡迎(ying)，可惜為(wei)了規范招(zhao)生(sheng)考(kao)試而(er)取消。按照專業(ye)(ye)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)位(wei)(wei)研(yan)(yan)究(jiu)(jiu)生(sheng)的(de)(de)(de)規范要(yao)求，2016年停止(zhi)了職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)(xiao)(xiao)(xiao)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)在職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)攻讀學(xue)(xue)(xue)(xue)(xue)(xue)(xue)位(wei)(wei)研(yan)(yan)究(jiu)(jiu)生(sheng)教(jiao)(jiao)(jiao)育(yu)(yu)，而(er)在教(jiao)(jiao)(jiao)育(yu)(yu)碩(shuo)(shuo)(shuo)士(shi)(shi)(shi)中增設了職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)技術教(jiao)(jiao)(jiao)育(yu)(yu)領域，開始為(wei)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)(xiao)(xiao)(xiao)培(pei)養(yang)(yang)(yang)碩(shuo)(shuo)(shuo)士(shi)(shi)(shi)層次的(de)(de)(de)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)。根據職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)(xiao)(xiao)(xiao)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)在職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)攻讀碩(shuo)(shuo)(shuo)士(shi)(shi)(shi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)位(wei)(wei)培(pei)養(yang)(yang)(yang)的(de)(de)(de)經驗，中職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)(xiao)(xiao)(xiao)專任教(jiao)(jiao)(jiao)師(shi)(shi)(shi)工資待遇普(pu)遍(bian)不高，在職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)攻讀碩(shuo)(shuo)(shuo)士(shi)(shi)(shi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)位(wei)(wei)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)費、個人薪(xin)酬等問題存(cun)在壓力，由于在職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)提(ti)高學(xue)(xue)(xue)(xue)(xue)(xue)(xue)位(wei)(wei)也屬于繼續(xu)教(jiao)(jiao)(jiao)育(yu)(yu)，為(wei)此，建議一(yi)(yi)(yi)方面(mian)應把職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)(xiao)(xiao)(xiao)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)歷提(ti)升(sheng)納入(ru)國培(pei)項目(mu)或(huo)省培(pei)項目(mu)，給予職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)(xiao)(xiao)(xiao)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)一(yi)(yi)(yi)定(ding)的(de)(de)(de)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)費補貼和一(yi)(yi)(yi)定(ding)的(de)(de)(de)個人教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)工作(zuo)(zuo)量(liang)的(de)(de)(de)認(ren)定(ding)；另一(yi)(yi)(yi)方面(mian)，在入(ru)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)考(kao)試方面(mian)給予優惠(hui)，或(huo)單(dan)獨(du)劃定(ding)錄取分數線、或(huo)單(dan)獨(du)考(kao)試。同(tong)時，要(yao)把有企(qi)業(ye)(ye)工作(zuo)(zuo)經歷或(huo)技術技能(neng)水平(ping)較高的(de)(de)(de)兼職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)納入(ru)招(zhao)生(sheng)范圍，也可以(yi)招(zhao)收在生(sheng)產一(yi)(yi)(yi)線有一(yi)(yi)(yi)定(ding)工作(zuo)(zuo)經歷、特別(bie)優秀(xiu)的(de)(de)(de)高職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)畢業(ye)(ye)生(sheng)，研(yan)(yan)究(jiu)(jiu)生(sheng)畢業(ye)(ye)后(hou)通過(guo)一(yi)(yi)(yi)定(ding)的(de)(de)(de)考(kao)核納入(ru)職(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)學(xue)(xue)(xue)(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)(xiao)(xiao)(xiao)專任教(jiao)(jiao)(jiao)師(shi)(shi)(shi)隊伍(wu)。在培(pei)養(yang)(yang)(yang)方式(shi)上，以(yi)校(xiao)(xiao)(xiao)(xiao)(xiao)(xiao)企(qi)合作(zuo)(zuo)項目(mu)制(zhi)或(huo)校(xiao)(xiao)(xiao)(xiao)(xiao)(xiao)企(qi)分段(duan)培(pei)養(yang)(yang)(yang)的(de)(de)(de)方式(shi)進行培(pei)養(yang)(yang)(yang)。

二(er)是(shi)開(kai)(kai)展(zhan)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)學(xue)(xue)(xue)校(xiao)(xiao)博(bo)士(shi)(shi)(shi)“雙(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)培(pei)(pei)養(yang)(yang)(yang)。職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)高(gao)質量發展(zhan)離不(bu)開(kai)(kai)高(gao)層(ceng)次的(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)隊伍。如前(qian)所述，目(mu)前(qian)我國職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)學(xue)(xue)(xue)校(xiao)(xiao)“雙(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)占專業(ye)(ye)(ye)(ye)(ye)課教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)比例(li)已超過50%，“雙(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)成(cheng)為專業(ye)(ye)(ye)(ye)(ye)課教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)的(de)(de)主(zhu)體，職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)改革創(chuang)(chuang)(chuang)新進(jin)程(cheng)越來(lai)越多由(you)“雙(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)承擔(dan)，而目(mu)前(qian)無論是(shi)本科層(ceng)次的(de)(de)“雙(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)，還(huan)是(shi)碩(shuo)士(shi)(shi)(shi)層(ceng)次的(de)(de)“雙(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)”，大多理論教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)能力強，實(shi)(shi)踐教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)能力弱，開(kai)(kai)展(zhan)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)改革創(chuang)(chuang)(chuang)新能力非常有限，迫切需(xu)要博(bo)士(shi)(shi)(shi)層(ceng)次的(de)(de)具有創(chuang)(chuang)(chuang)新和研(yan)究能力的(de)(de)“雙(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)。天津職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)技術(shu)師(shi)(shi)(shi)(shi)(shi)(shi)范大學(xue)(xue)(xue)獲批服務國家特殊(shu)需(xu)求職(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)“雙(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)型(xing)(xing)”博(bo)士(shi)(shi)(shi)培(pei)(pei)養(yang)(yang)(yang)項目(mu)，項目(mu)從2013年開(kai)(kai)始招(zhao)生，招(zhao)收具有工科碩(shuo)士(shi)(shi)(shi)學(xue)(xue)(xue)位(wei)的(de)(de)在(zai)職(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)，構建“四三(san)”育(yu)(yu)(yu)人(ren)模式，形成(cheng)了“工科+教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)”跨學(xue)(xue)(xue)科培(pei)(pei)養(yang)(yang)(yang)體系。“四三(san)”育(yu)(yu)(yu)人(ren)模式，第一(yi)個(ge)“三(san)”是(shi)三(san)導師(shi)(shi)(shi)(shi)(shi)(shi)，培(pei)(pei)養(yang)(yang)(yang)院校(xiao)(xiao)導師(shi)(shi)(shi)(shi)(shi)(shi)、職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)院校(xiao)(xiao)導師(shi)(shi)(shi)(shi)(shi)(shi)、企業(ye)(ye)(ye)(ye)(ye)導師(shi)(shi)(shi)(shi)(shi)(shi)；第二(er)個(ge)“三(san)”是(shi)三(san)基(ji)(ji)地，校(xiao)(xiao)內基(ji)(ji)地、企業(ye)(ye)(ye)(ye)(ye)基(ji)(ji)地、職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)院校(xiao)(xiao)基(ji)(ji)地；第三(san)個(ge)“三(san)”是(shi)三(san)實(shi)(shi)踐，工程(cheng)實(shi)(shi)踐、教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)實(shi)(shi)踐、創(chuang)(chuang)(chuang)新實(shi)(shi)踐；第四個(ge)“三(san)”是(shi)三(san)結合，教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)與專業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)結合、技術(shu)創(chuang)(chuang)(chuang)新教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)與工程(cheng)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)結合、職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)與學(xue)(xue)(xue)術(shu)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)結合。畢業(ye)(ye)(ye)(ye)(ye)生深受用(yong)人(ren)單位(wei)青睞，招(zhao)生和錄(lu)取比例(li)高(gao)達7∶1，畢業(ye)(ye)(ye)(ye)(ye)學(xue)(xue)(xue)生許(xu)多成(cheng)為職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)院校(xiao)(xiao)領(ling)軍人(ren)才(cai)。在(zai)總結以(yi)往培(pei)(pei)養(yang)(yang)(yang)經(jing)驗(yan)的(de)(de)基(ji)(ji)礎上，進(jin)一(yi)步擴(kuo)(kuo)大試點單位(wei)范圍，迅(xun)速擴(kuo)(kuo)大招(zhao)生規模，充實(shi)(shi)完善職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)院校(xiao)(xiao)專業(ye)(ye)(ye)(ye)(ye)領(ling)軍人(ren)才(cai)。

3、積極推進職教師資本碩一體化培養

2019年(nian)(nian)(nian)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)部等(deng)四(si)部門(men)印發(fa)《深化新時代職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)“雙(shuang)(shuang)師(shi)(shi)(shi)(shi)型”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)隊伍(wu)建設改革實(shi)(shi)施(shi)方(fang)案》，要求職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)技(ji)術師(shi)(shi)(shi)(shi)范(fan)(fan)院校(xiao)培養(yang)的(de)(de)(de)“雙(shuang)(shuang)師(shi)(shi)(shi)(shi)型”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)才能進入職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)學(xue)校(xiao)。多年(nian)(nian)(nian)實(shi)(shi)踐(jian)表明，“雙(shuang)(shuang)師(shi)(shi)(shi)(shi)型”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)培養(yang)需要突出“三(san)性(xing)(xing)”特(te)色(se)(se)，即專業(ye)(ye)(ye)(ye)(ye)性(xing)(xing)、職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)性(xing)(xing)和師(shi)(shi)(shi)(shi)范(fan)(fan)性(xing)(xing)，要正確處(chu)理好三(san)性(xing)(xing)的(de)(de)(de)關(guan)系，師(shi)(shi)(shi)(shi)范(fan)(fan)性(xing)(xing)是(shi)(shi)根(gen)本(ben)(ben)，專業(ye)(ye)(ye)(ye)(ye)性(xing)(xing)是(shi)(shi)支撐(cheng)，職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)性(xing)(xing)是(shi)(shi)特(te)色(se)(se)；而(er)且要做(zuo)到(dao)“三(san)性(xing)(xing)”融合(he)(he)。專業(ye)(ye)(ye)(ye)(ye)性(xing)(xing)是(shi)(shi)主體，就(jiu)(jiu)是(shi)(shi)依托普(pu)通(tong)本(ben)(ben)科院校(xiao)的(de)(de)(de)專業(ye)(ye)(ye)(ye)(ye)開展(zhan)專業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)，基本(ben)(ben)達到(dao)普(pu)通(tong)本(ben)(ben)科專業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)(de)要求；職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)性(xing)(xing)就(jiu)(jiu)是(shi)(shi)加強(qiang)校(xiao)企(qi)合(he)(he)作，突出技(ji)能訓練，師(shi)(shi)(shi)(shi)范(fan)(fan)生(sheng)(sheng)應(ying)取得(de)(de)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)技(ji)能等(deng)級證(zheng)書(shu)或職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)資格證(zheng)書(shu)；師(shi)(shi)(shi)(shi)范(fan)(fan)性(xing)(xing)就(jiu)(jiu)是(shi)(shi)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)技(ji)術師(shi)(shi)(shi)(shi)范(fan)(fan)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)培養(yang)的(de)(de)(de)也是(shi)(shi)師(shi)(shi)(shi)(shi)范(fan)(fan)生(sheng)(sheng)，也應(ying)遵循國家(jia)對師(shi)(shi)(shi)(shi)范(fan)(fan)生(sheng)(sheng)的(de)(de)(de)基本(ben)(ben)要求，如“三(san)字(zi)一(yi)話”、教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)實(shi)(shi)踐(jian)等(deng)。在四(si)年(nian)(nian)(nian)時間(jian)要把“三(san)性(xing)(xing)”做(zuo)強(qiang)，非(fei)常不易(yi)，盡管加強(qiang)了課程之間(jian)的(de)(de)(de)融合(he)(he)，但四(si)年(nian)(nian)(nian)的(de)(de)(de)時間(jian)做(zuo)強(qiang)“三(san)性(xing)(xing)”，顯得(de)(de)捉襟見肘。目前，我國教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)碩士（職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)技(ji)術教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)）招收(shou)的(de)(de)(de)大(da)多數(shu)普(pu)通(tong)高校(xiao)畢(bi)業(ye)(ye)(ye)(ye)(ye)生(sheng)(sheng)，一(yi)方(fang)面(mian)，缺少中等(deng)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)學(xue)校(xiao)需要的(de)(de)(de)實(shi)(shi)踐(jian)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)能力(li)，不符合(he)(he)雙(shuang)(shuang)師(shi)(shi)(shi)(shi)型教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)培養(yang)的(de)(de)(de)要求；另一(yi)方(fang)面(mian)，缺乏(fa)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)情懷，畢(bi)業(ye)(ye)(ye)(ye)(ye)后到(dao)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)學(xue)校(xiao)從教(jiao)(jiao)(jiao)(jiao)(jiao)比例不高。而(er)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)技(ji)術師(shi)(shi)(shi)(shi)范(fan)(fan)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)本(ben)(ben)碩連(lian)讀，就(jiu)(jiu)可(ke)以進行系統(tong)設計、貫(guan)通(tong)培養(yang)，統(tong)籌6年(nian)(nian)(nian)的(de)(de)(de)時間(jian)，深化校(xiao)企(qi)、校(xiao)校(xiao)合(he)(he)作，充分發(fa)揮教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)企(qi)業(ye)(ye)(ye)(ye)(ye)實(shi)(shi)踐(jian)基地和產教(jiao)(jiao)(jiao)(jiao)(jiao)融合(he)(he)型企(qi)業(ye)(ye)(ye)(ye)(ye)的(de)(de)(de)示范(fan)(fan)引領(ling)作用，企(qi)業(ye)(ye)(ye)(ye)(ye)實(shi)(shi)踐(jian)實(shi)(shi)習(xi)可(ke)以延長(chang)到(dao)半(ban)年(nian)(nian)(nian)到(dao)一(yi)年(nian)(nian)(nian)，教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)實(shi)(shi)習(xi)時間(jian)延長(chang)到(dao)半(ban)年(nian)(nian)(nian)，切(qie)實(shi)(shi)把“三(san)性(xing)(xing)”做(zuo)強(qiang)做(zuo)實(shi)(shi)做(zuo)優。

4、加強“雙師型”教師培養培訓體系建設

早在1998年(nian)(nian)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)部(bu)印發(fa)《面向21世紀教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)振興行(xing)動計劃(hua)》提(ti)出(chu)依托(tuo)普通高(gao)(gao)等(deng)學(xue)(xue)校(xiao)(xiao)和高(gao)(gao)等(deng)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)技(ji)(ji)術學(xue)(xue)院(yuan)(yuan)，重點建(jian)(jian)設(she)50個職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)專(zhuan)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)和實習指(zhi)(zhi)導教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)培(pei)養(yang)(yang)(yang)培(pei)訓(xun)基(ji)(ji)地(di)，地(di)方(fang)也(ye)要加強(qiang)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)師(shi)(shi)資培(pei)訓(xun)基(ji)(ji)地(di)建(jian)(jian)設(she)。1999—2003年(nian)(nian)建(jian)(jian)立60個（56+4）全國(guo)重點建(jian)(jian)設(she)職(zhi)(zhi)(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)資培(pei)養(yang)(yang)(yang)培(pei)訓(xun)基(ji)(ji)地(di)。2012年(nian)(nian)國(guo)家(jia)(jia)又新(xin)建(jian)(jian)了(le)41所全國(guo)重點建(jian)(jian)設(she)職(zhi)(zhi)(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)資培(pei)養(yang)(yang)(yang)培(pei)訓(xun)基(ji)(ji)地(di)，其中培(pei)養(yang)(yang)(yang)培(pei)訓(xun)基(ji)(ji)地(di)33所，全國(guo)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)師(shi)(shi)資專(zhuan)業(ye)(ye)(ye)(ye)技(ji)(ji)能培(pei)訓(xun)示范單(dan)位8所，形(xing)成了(le)100個國(guo)家(jia)(jia)重點建(jian)(jian)設(she)職(zhi)(zhi)(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)資培(pei)養(yang)(yang)(yang)培(pei)訓(xun)基(ji)(ji)地(di)。2005年(nian)(nian)《國(guo)務院(yuan)(yuan)關(guan)于大力發(fa)展(zhan)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)決(jue)定》提(ti)出(chu)實施“職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)院(yuan)(yuan)校(xiao)(xiao)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)素質提(ti)升計劃(hua)”。從(cong)“十一(yi)五”期間(jian)開始，教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)部(bu)、財政部(bu)每五年(nian)(nian)實施新(xin)一(yi)輪(lun)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)院(yuan)(yuan)校(xiao)(xiao)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)素質提(ti)高(gao)(gao)計劃(hua)，經過(guo)17年(nian)(nian)的(de)持續(xu)培(pei)訓(xun)，極大地(di)促進了(le)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)院(yuan)(yuan)校(xiao)(xiao)“雙師(shi)(shi)型”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)隊伍(wu)建(jian)(jian)設(she)。近年(nian)(nian)來，黨和政府一(yi)直倡導依托(tuo)高(gao)(gao)等(deng)學(xue)(xue)校(xiao)(xiao)和大中型企業(ye)(ye)(ye)(ye)建(jian)(jian)立“雙師(shi)(shi)型”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)培(pei)養(yang)(yang)(yang)培(pei)訓(xun)基(ji)(ji)地(di)，《意見》也(ye)指(zhi)(zhi)出(chu)依托(tuo)龍頭企業(ye)(ye)(ye)(ye)和高(gao)(gao)水平(ping)高(gao)(gao)等(deng)學(xue)(xue)校(xiao)(xiao)建(jian)(jian)設(she)一(yi)批國(guo)家(jia)(jia)級(ji)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)“雙師(shi)(shi)型”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)培(pei)養(yang)(yang)(yang)培(pei)訓(xun)基(ji)(ji)地(di)，開發(fa)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)師(shi)(shi)資培(pei)養(yang)(yang)(yang)課(ke)(ke)程體系，開展(zhan)定制(zhi)化、個性化培(pei)養(yang)(yang)(yang)培(pei)訓(xun)。近期，教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)部(bu)重新(xin)遴選和公布了(le)170個國(guo)家(jia)(jia)級(ji)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)“雙師(shi)(shi)型”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)培(pei)訓(xun)基(ji)(ji)地(di)（2023—2025年(nian)(nian)），新(xin)的(de)培(pei)訓(xun)基(ji)(ji)地(di)以培(pei)訓(xun)團(tuan)隊的(de)形(xing)式(shi)組建(jian)(jian)，牽頭單(dan)位聯合同(tong)類院(yuan)(yuan)校(xiao)(xiao)和行(xing)業(ye)(ye)(ye)(ye)企業(ye)(ye)(ye)(ye)6家(jia)(jia)，通過(guo)深(shen)化校(xiao)(xiao)企合作，建(jian)(jian)立協作機(ji)制(zhi)，充分發(fa)揮共同(tong)體成員單(dan)位在專(zhuan)業(ye)(ye)(ye)(ye)領(ling)域和培(pei)訓(xun)工作中的(de)特色優勢，密切配合，形(xing)成合力，不斷創新(xin)培(pei)訓(xun)模式(shi)，改(gai)革課(ke)(ke)程體系，持續(xu)跟(gen)蹤指(zhi)(zhi)導，加強(qiang)示范引領(ling)，努力打(da)造國(guo)培(pei)基(ji)(ji)地(di)品牌。

5、加強兼職教師隊伍建設

兼(jian)(jian)(jian)職(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)師是(shi)彰(zhang)顯(xian)職(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育類(lei)型(xing)特色，落(luo)實(shi)德技(ji)(ji)(ji)并修育人(ren)機(ji)制，堅(jian)持面向(xiang)(xiang)實(shi)踐和(he)強化行動(dong)能力(li)的(de)(de)(de)(de)育人(ren)要(yao)求，優化教(jiao)(jiao)(jiao)(jiao)師隊(dui)伍素質結(jie)構，推(tui)動(dong)校(xiao)企(qi)建立協作(zuo)共(gong)同(tong)體，建設(she)高(gao)水平、結(jie)構化“雙(shuang)師型(xing)”教(jiao)(jiao)(jiao)(jiao)師教(jiao)(jiao)(jiao)(jiao)學(xue)團(tuan)隊(dui)的(de)(de)(de)(de)重(zhong)(zhong)(zhong)要(yao)舉措(cuo)，已(yi)成為職(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育教(jiao)(jiao)(jiao)(jiao)師隊(dui)伍建設(she)的(de)(de)(de)(de)重(zhong)(zhong)(zhong)要(yao)舉措(cuo)。如(ru)前所述，《意見》中的(de)(de)(de)(de)產教(jiao)(jiao)(jiao)(jiao)融合(he)(he)以(yi)更(geng)加(jia)廣(guang)泛、更(geng)加(jia)深入、更(geng)加(jia)開放、更(geng)加(jia)多元(yuan)、更(geng)加(jia)全(quan)面的(de)(de)(de)(de)形(xing)式(shi)(shi)實(shi)施，產教(jiao)(jiao)(jiao)(jiao)融合(he)(he)的(de)(de)(de)(de)形(xing)式(shi)(shi)很多，但產教(jiao)(jiao)(jiao)(jiao)融合(he)(he)最(zui)終要(yao)由人(ren)來(lai)落(luo)實(shi)，因此職(zhi)(zhi)(zhi)業(ye)(ye)學(xue)校(xiao)要(yao)以(yi)更(geng)加(jia)開放的(de)(de)(de)(de)姿態(tai)，設(she)置靈活的(de)(de)(de)(de)用人(ren)機(ji)制，采取(qu)固(gu)定(ding)崗(gang)與(yu)(yu)流動(dong)崗(gang)、團(tuan)隊(dui)聘(pin)(pin)任(ren)與(yu)(yu)個(ge)人(ren)聘(pin)(pin)任(ren)相結(jie)合(he)(he)的(de)(de)(de)(de)方式(shi)(shi)，支持職(zhi)(zhi)(zhi)業(ye)(ye)學(xue)校(xiao)公開招聘(pin)(pin)行業(ye)(ye)企(qi)業(ye)(ye)業(ye)(ye)務(wu)骨干、優秀技(ji)(ji)(ji)術(shu)和(he)管(guan)(guan)理(li)人(ren)才任(ren)教(jiao)(jiao)(jiao)(jiao)。同(tong)時(shi)，設(she)立一批(pi)產業(ye)(ye)導(dao)師特聘(pin)(pin)崗(gang)，按(an)規(gui)定(ding)聘(pin)(pin)請(qing)企(qi)業(ye)(ye)工(gong)程技(ji)(ji)(ji)術(shu)人(ren)員(yuan)(yuan)、高(gao)技(ji)(ji)(ji)能人(ren)才、管(guan)(guan)理(li)人(ren)員(yuan)(yuan)、能工(gong)巧匠等，采取(qu)兼(jian)(jian)(jian)職(zhi)(zhi)(zhi)任(ren)教(jiao)(jiao)(jiao)(jiao)、合(he)(he)作(zuo)研究、參與(yu)(yu)項目(mu)等方式(shi)(shi)到(dao)校(xiao)工(gong)作(zuo)。按(an)照(zhao)新(xin)《職(zhi)(zhi)(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育法》規(gui)定(ding)，企(qi)業(ye)(ye)、事業(ye)(ye)單(dan)位(wei)(wei)經(jing)營管(guan)(guan)理(li)和(he)專(zhuan)業(ye)(ye)技(ji)(ji)(ji)術(shu)人(ren)員(yuan)(yuan)，以(yi)及其(qi)他有專(zhuan)業(ye)(ye)知(zhi)識(shi)或者特殊技(ji)(ji)(ji)能的(de)(de)(de)(de)人(ren)員(yuan)(yuan)，經(jing)教(jiao)(jiao)(jiao)(jiao)育教(jiao)(jiao)(jiao)(jiao)學(xue)能力(li)培訓合(he)(he)格的(de)(de)(de)(de)，才可以(yi)擔任(ren)職(zhi)(zhi)(zhi)業(ye)(ye)學(xue)校(xiao)兼(jian)(jian)(jian)職(zhi)(zhi)(zhi)專(zhuan)業(ye)(ye)課(ke)教(jiao)(jiao)(jiao)(jiao)師。同(tong)時(shi)，校(xiao)企(qi)合(he)(he)作(zuo)雙(shuang)方互相選派(pai)人(ren)員(yuan)(yuan)，以(yi)雙(shuang)向(xiang)(xiang)兼(jian)(jian)(jian)職(zhi)(zhi)(zhi)、雙(shuang)重(zhong)(zhong)(zhong)身份、雙(shuang)崗(gang)一體的(de)(de)(de)(de)形(xing)式(shi)(shi)，形(xing)成“互兼(jian)(jian)(jian)互聘(pin)(pin)”的(de)(de)(de)(de)專(zhuan)業(ye)(ye)師資隊(dui)伍建設(she)常(chang)態(tai)機(ji)制。職(zhi)(zhi)(zhi)業(ye)(ye)院(yuan)(yuan)校(xiao)派(pai)出的(de)(de)(de)(de)人(ren)員(yuan)(yuan)由企(qi)業(ye)(ye)聘(pin)(pin)請(qing)其(qi)兼(jian)(jian)(jian)任(ren)部門領導(dao)、技(ji)(ji)(ji)術(shu)負(fu)責人(ren)或技(ji)(ji)(ji)術(shu)顧問等崗(gang)位(wei)(wei)職(zhi)(zhi)(zhi)務(wu)。企(qi)業(ye)(ye)派(pai)出的(de)(de)(de)(de)人(ren)員(yuan)(yuan)由院(yuan)(yuan)校(xiao)聘(pin)(pin)請(qing)其(qi)兼(jian)(jian)(jian)任(ren)專(zhuan)業(ye)(ye)帶頭人(ren)、教(jiao)(jiao)(jiao)(jiao)研室主任(ren)、實(shi)訓指導(dao)教(jiao)(jiao)(jiao)(jiao)師等崗(gang)位(wei)(wei)職(zhi)(zhi)(zhi)務(wu)。聘(pin)(pin)請(qing)的(de)(de)(de)(de)企(qi)業(ye)(ye)兼(jian)(jian)(jian)職(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)師要(yao)協助(zhu)安排職(zhi)(zhi)(zhi)業(ye)(ye)學(xue)校(xiao)專(zhuan)業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)師到(dao)企(qi)業(ye)(ye)頂(ding)(ding)崗(gang)掛職(zhi)(zhi)(zhi)，協助(zhu)聘(pin)(pin)請(qing)企(qi)業(ye)(ye)兼(jian)(jian)(jian)職(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)師到(dao)院(yuan)(yuan)校(xiao)承擔教(jiao)(jiao)(jiao)(jiao)學(xue)任(ren)務(wu)；協助(zhu)引入生(sheng)產性實(shi)訓項目(mu)，協助(zhu)安排學(xue)生(sheng)到(dao)企(qi)業(ye)(ye)頂(ding)(ding)崗(gang)實(shi)習等。

來(lai)源: 節(jie)選自(zi)《中國職業技術教育》2023年第5期，作者：曹曄、孟慶(qing)國。

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