一、多重制度邏輯下“雙師型”教師認定亟需解決的問題
通(tong)過(guo)對68所院(yuan)校“雙(shuang)師型”教師認定制度(du)進(jin)行文本分析發現，目前各高職院(yuan)校已基本具備“雙(shuang)師型”教師認定條件，但(dan)由于缺乏國家層面的(de)制度(du)指導，不(bu)同(tong)區(qu)域不(bu)同(tong)院(yuan)校間認定標準存(cun)在(zai)差異，認定結果在(zai)全國范圍內(nei)(nei)缺乏認可(ke)度(du)，其標準內(nei)(nei)容的(de)設定、實際(ji)操作和結果應用都是有待解決(jue)之題(ti)。
（一）以量化指標(biao)為主導的制度邏(luo)輯(ji)導致(zhi)“重硬輕(qing)軟(ruan)”的傾向
師(shi)(shi)(shi)者，師(shi)(shi)(shi)德為先(xian)。教(jiao)(jiao)師(shi)(shi)(shi)的(de)(de)(de)(de)(de)思(si)想(xiang)(xiang)政治和師(shi)(shi)(shi)德師(shi)(shi)(shi)風情況(kuang)表現(xian)(xian)無(wu)論(lun)在(zai)(zai)什么(me)時候都是(shi)教(jiao)(jiao)師(shi)(shi)(shi)的(de)(de)(de)(de)(de)首要(yao)(yao)要(yao)(yao)求(qiu)，高(gao)校(xiao)(xiao)教(jiao)(jiao)師(shi)(shi)(shi)資(zi)格認(ren)(ren)(ren)(ren)(ren)定(ding)(ding)也明(ming)確了以師(shi)(shi)(shi)德為先(xian)的(de)(de)(de)(de)(de)制度(du)邏輯。但(dan)是(shi)調(diao)研發現(xian)(xian)，各高(gao)職(zhi)(zhi)院(yuan)校(xiao)(xiao)的(de)(de)(de)(de)(de)“雙(shuang)(shuang)師(shi)(shi)(shi)型”教(jiao)(jiao)師(shi)(shi)(shi)認(ren)(ren)(ren)(ren)(ren)定(ding)(ding)標(biao)(biao)(biao)準條(tiao)(tiao)件(jian)(jian)中(zhong)，更多側重于(yu)可操作(zuo)(zuo)的(de)(de)(de)(de)(de)硬性指(zhi)(zhi)標(biao)(biao)(biao)，如教(jiao)(jiao)師(shi)(shi)(shi)資(zi)格證、職(zhi)(zhi)稱證、職(zhi)(zhi)業資(zi)格證、教(jiao)(jiao)學及企業經歷年限(xian)、競賽(sai)獲獎、科研項(xiang)(xiang)目(mu)(mu)(mu)、成果獎勵和培(pei)訓合格證書等(deng)(deng)，而(er)在(zai)(zai)思(si)想(xiang)(xiang)素質和職(zhi)(zhi)業道(dao)德修養等(deng)(deng)方面的(de)(de)(de)(de)(de)軟性指(zhi)(zhi)標(biao)(biao)(biao)相對缺乏。究(jiu)其原因：一是(shi)“雙(shuang)(shuang)師(shi)(shi)(shi)型”教(jiao)(jiao)師(shi)(shi)(shi)作(zuo)(zuo)為國(guo)家(jia)對高(gao)職(zhi)(zhi)院(yuan)校(xiao)(xiao)師(shi)(shi)(shi)資(zi)隊伍評價的(de)(de)(de)(de)(de)關鍵指(zhi)(zhi)標(biao)(biao)(biao)，各高(gao)職(zhi)(zhi)院(yuan)校(xiao)(xiao)在(zai)(zai)申(shen)報、評比、考核國(guo)家(jia)和省級項(xiang)(xiang)目(mu)(mu)(mu)中(zhong)都有明(ming)確要(yao)(yao)求(qiu)，各高(gao)職(zhi)(zhi)院(yuan)校(xiao)(xiao)為達到數量指(zhi)(zhi)標(biao)(biao)(biao)要(yao)(yao)求(qiu)獲得更多的(de)(de)(de)(de)(de)項(xiang)(xiang)目(mu)(mu)(mu)或(huo)通(tong)過考核，必然將(jiang)“雙(shuang)(shuang)師(shi)(shi)(shi)型”教(jiao)(jiao)師(shi)(shi)(shi)認(ren)(ren)(ren)(ren)(ren)定(ding)(ding)標(biao)(biao)(biao)準以易于(yu)量化(hua)的(de)(de)(de)(de)(de)指(zhi)(zhi)標(biao)(biao)(biao)來(lai)體現(xian)(xian)。二是(shi)在(zai)(zai)以項(xiang)(xiang)目(mu)(mu)(mu)通(tong)過為目(mu)(mu)(mu)標(biao)(biao)(biao)的(de)(de)(de)(de)(de)現(xian)(xian)行背景下，由(you)于(yu)國(guo)家(jia)標(biao)(biao)(biao)準的(de)(de)(de)(de)(de)缺失，部分高(gao)職(zhi)(zhi)院(yuan)校(xiao)(xiao)的(de)(de)(de)(de)(de)認(ren)(ren)(ren)(ren)(ren)定(ding)(ding)工作(zuo)(zuo)容易出現(xian)(xian)“縮水”現(xian)(xian)象(xiang)。三(san)是(shi)認(ren)(ren)(ren)(ren)(ren)定(ding)(ding)指(zhi)(zhi)標(biao)(biao)(biao)量化(hua)，便(bian)于(yu)認(ren)(ren)(ren)(ren)(ren)定(ding)(ding)，操作(zuo)(zuo)性強(qiang)。部分高(gao)職(zhi)(zhi)院(yuan)校(xiao)(xiao)也有將(jiang)思(si)想(xiang)(xiang)政治和師(shi)(shi)(shi)德師(shi)(shi)(shi)風條(tiao)(tiao)件(jian)(jian)列入認(ren)(ren)(ren)(ren)(ren)定(ding)(ding)的(de)(de)(de)(de)(de)基本條(tiao)(tiao)件(jian)(jian)，但(dan)因思(si)想(xiang)(xiang)條(tiao)(tiao)件(jian)(jian)沒有具體的(de)(de)(de)(de)(de)評價標(biao)(biao)(biao)準，更多的(de)(de)(de)(de)(de)也只是(shi)作(zuo)(zuo)為一個條(tiao)(tiao)件(jian)(jian)列在(zai)(zai)文(wen)件(jian)(jian)中(zhong)而(er)已，在(zai)(zai)實際(ji)認(ren)(ren)(ren)(ren)(ren)定(ding)(ding)過程中(zhong)對所申(shen)報教(jiao)(jiao)師(shi)(shi)(shi)的(de)(de)(de)(de)(de)思(si)政條(tiao)(tiao)件(jian)(jian)都是(shi)默認(ren)(ren)(ren)(ren)(ren)符合要(yao)(yao)求(qiu)，沒有導向(xiang)作(zuo)(zuo)用(yong)。
（二）以(yi)學校為導向的(de)制度邏輯(ji)導致(zhi)認定制度失(shi)衡
高(gao)職(zhi)(zhi)院(yuan)校(xiao)(xiao)(xiao)“雙師型(xing)”教(jiao)(jiao)(jiao)師認(ren)定(ding)(ding)工(gong)(gong)作(zuo)(zuo)(zuo)(zuo)應(ying)體(ti)(ti)(ti)現國家對高(gao)校(xiao)(xiao)(xiao)治理體(ti)(ti)(ti)系現代化的(de)(de)追求(qiu)，“雙師型(xing)”教(jiao)(jiao)(jiao)師認(ren)定(ding)(ding)工(gong)(gong)作(zuo)(zuo)(zuo)(zuo)應(ying)上下分工(gong)(gong)、多(duo)(duo)(duo)方參(can)與、實現共贏。從調研的(de)(de)樣本院(yuan)校(xiao)(xiao)(xiao)來看(kan)，目(mu)前“雙師型(xing)”教(jiao)(jiao)(jiao)師認(ren)定(ding)(ding)工(gong)(gong)作(zuo)(zuo)(zuo)(zuo)的(de)(de)主(zhu)(zhu)(zhu)(zhu)要(yao)(yao)主(zhu)(zhu)(zhu)(zhu)體(ti)(ti)(ti)是(shi)學(xue)校(xiao)(xiao)(xiao)、省級(ji)教(jiao)(jiao)(jiao)育行(xing)(xing)政(zheng)部門(men)和師培中心，缺乏(fa)行(xing)(xing)企(qi)等(deng)多(duo)(duo)(duo)方主(zhu)(zhu)(zhu)(zhu)體(ti)(ti)(ti)的(de)(de)參(can)與，且國家作(zuo)(zuo)(zuo)(zuo)為(wei)頂層標(biao)準設計主(zhu)(zhu)(zhu)(zhu)體(ti)(ti)(ti)的(de)(de)職(zhi)(zhi)責沒有明確(que)，認(ren)定(ding)(ding)主(zhu)(zhu)(zhu)(zhu)體(ti)(ti)(ti)間的(de)(de)職(zhi)(zhi)責和相互關(guan)系規定(ding)(ding)不(bu)清晰。院(yuan)校(xiao)(xiao)(xiao)作(zuo)(zuo)(zuo)(zuo)為(wei)主(zhu)(zhu)(zhu)(zhu)要(yao)(yao)實施(shi)主(zhu)(zhu)(zhu)(zhu)體(ti)(ti)(ti)，以其導向的(de)(de)制(zhi)度邏(luo)輯，導致(zhi)負責認(ren)定(ding)(ding)工(gong)(gong)作(zuo)(zuo)(zuo)(zuo)的(de)(de)專家來源都是(shi)院(yuan)校(xiao)(xiao)(xiao)相關(guan)職(zhi)(zhi)能部門(men)的(de)(de)領(ling)導，使(shi)其追求(qiu)的(de)(de)目(mu)標(biao)有時只(zhi)為(wei)達到院(yuan)校(xiao)(xiao)(xiao)辦學(xue)關(guan)鍵指標(biao)要(yao)(yao)求(qiu)。“雙師型(xing)”教(jiao)(jiao)(jiao)師認(ren)定(ding)(ding)是(shi)多(duo)(duo)(duo)元主(zhu)(zhu)(zhu)(zhu)體(ti)(ti)(ti)、多(duo)(duo)(duo)重制(zhi)度邏(luo)輯、多(duo)(duo)(duo)個(ge)目(mu)標(biao)相互作(zuo)(zuo)(zuo)(zuo)用的(de)(de)活動，在這樣的(de)(de)結構(gou)框架下，高(gao)職(zhi)(zhi)院(yuan)校(xiao)(xiao)(xiao)應(ying)通過政(zheng)校(xiao)(xiao)(xiao)行(xing)(xing)企(qi)多(duo)(duo)(duo)方聯合協作(zuo)(zuo)(zuo)(zuo)，成立“雙師型(xing)”教(jiao)(jiao)(jiao)師認(ren)定(ding)(ding)專家評議(yi)委員會，去除自身(shen)的(de)(de)強勢邏(luo)輯，堅持公平(ping)公正(zheng)，兼顧集體(ti)(ti)(ti)利益和個(ge)人(ren)利益，集體(ti)(ti)(ti)民(min)主(zhu)(zhu)(zhu)(zhu)科學(xue)決策(ce)，以保(bao)證認(ren)定(ding)(ding)工(gong)(gong)作(zuo)(zuo)(zuo)(zuo)的(de)(de)高(gao)效實施(shi)。
（三(san)）以個體認定為導向的制度邏輯導致“雙師型(xing)”團隊的弱化
個(ge)體與(yu)團隊(dui)互為作用(yong)，個(ge)體發(fa)展是優(you)化(hua)團隊(dui)結構、強化(hua)團隊(dui)力量的(de)(de)(de)關鍵(jian)，要(yao)打造高素質(zhi)專(zhuan)業化(hua)的(de)(de)(de)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)隊(dui)伍，必將兩(liang)者結合起來且(qie)不斷優(you)化(hua)專(zhuan)兼職(zhi)(zhi)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)隊(dui)伍結構。而目前各高職(zhi)(zhi)院(yuan)校(xiao)對(dui)“雙師(shi)(shi)(shi)型”教(jiao)(jiao)(jiao)師(shi)(shi)(shi)的(de)(de)(de)認(ren)(ren)定范圍和標準(zhun)不統一(yi)(yi)，出現(xian)同等(deng)身份或同等(deng)條件下有(you)(you)(you)的(de)(de)(de)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)能參與(yu)認(ren)(ren)定有(you)(you)(you)的(de)(de)(de)卻不行。文本分析發(fa)現(xian)，認(ren)(ren)定對(dui)象(xiang)包含校(xiao)外兼職(zhi)(zhi)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)的(de)(de)(de)僅有(you)(you)(you)13所(suo)院(yuan)校(xiao)（占19%），其(qi)中對(dui)校(xiao)外兼職(zhi)(zhi)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)的(de)(de)(de)認(ren)(ren)定標準(zhun)進(jin)行單列(lie)的(de)(de)(de)只有(you)(you)(you)6所(suo)。校(xiao)外兼職(zhi)(zhi)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)作為高職(zhi)(zhi)院(yuan)校(xiao)師(shi)(shi)(shi)資隊(dui)伍的(de)(de)(de)主要(yao)來源(yuan)，其(qi)在(zai)優(you)化(hua)師(shi)(shi)(shi)資結構、提(ti)高實踐教(jiao)(jiao)(jiao)學質(zhi)量、強化(hua)校(xiao)企合作、推(tui)動(dong)教(jiao)(jiao)(jiao)學改革、促進(jin)實訓(xun)基(ji)地建設(she)(she)等(deng)方(fang)面發(fa)揮著(zhu)不可取代的(de)(de)(de)作用(yong)。如(ru)何(he)以高水(shui)平結構化(hua)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)團隊(dui)建設(she)(she)為導(dao)向(xiang)構建認(ren)(ren)定標準(zhun)是“雙師(shi)(shi)(shi)型”教(jiao)(jiao)(jiao)師(shi)(shi)(shi)認(ren)(ren)定面臨的(de)(de)(de)難題之一(yi)(yi)。
（四）以單一認定(ding)程序為導向的制度邏(luo)輯導致認定(ding)結(jie)果流于形式
大(da)部分高(gao)職(zhi)(zhi)院(yuan)(yuan)(yuan)校(xiao)“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)型(xing)(xing)(xing)(xing)(xing)”教(jiao)(jiao)師(shi)(shi)(shi)(shi)認(ren)(ren)定(ding)(ding)程(cheng)序較單(dan)一(yi)(yi)，對“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)型(xing)(xing)(xing)(xing)(xing)”教(jiao)(jiao)師(shi)(shi)(shi)(shi)認(ren)(ren)定(ding)(ding)資(zi)格有效期(qi)缺乏(fa)統一(yi)(yi)規定(ding)(ding)，缺少考(kao)核再認(ren)(ren)定(ding)(ding)程(cheng)序，其(qi)結果不(bu)能(neng)(neng)適應高(gao)職(zhi)(zhi)教(jiao)(jiao)育(yu)教(jiao)(jiao)學發(fa)展需要和(he)(he)(he)社(she)會需求，難以被社(she)會認(ren)(ren)可。而作(zuo)(zuo)為制(zhi)度制(zhi)定(ding)(ding)單(dan)位，高(gao)職(zhi)(zhi)院(yuan)(yuan)(yuan)校(xiao)也未建(jian)立與“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)型(xing)(xing)(xing)(xing)(xing)”教(jiao)(jiao)師(shi)(shi)(shi)(shi)認(ren)(ren)定(ding)(ding)稱號相匹配的(de)(de)(de)激勵保障制(zhi)度，“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)型(xing)(xing)(xing)(xing)(xing)”教(jiao)(jiao)師(shi)(shi)(shi)(shi)身份(fen)的(de)(de)(de)獲得感不(bu)高(gao)，教(jiao)(jiao)師(shi)(shi)(shi)(shi)對認(ren)(ren)定(ding)(ding)和(he)(he)(he)再認(ren)(ren)定(ding)(ding)缺乏(fa)動力(li)(li)，認(ren)(ren)定(ding)(ding)結果流(liu)于(yu)形式。“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)型(xing)(xing)(xing)(xing)(xing)”教(jiao)(jiao)師(shi)(shi)(shi)(shi)隊(dui)伍是(shi)(shi)高(gao)職(zhi)(zhi)院(yuan)(yuan)(yuan)校(xiao)師(shi)(shi)(shi)(shi)資(zi)隊(dui)伍的(de)(de)(de)主(zhu)力(li)(li)軍，能(neng)(neng)否發(fa)揮其(qi)在(zai)教(jiao)(jiao)育(yu)教(jiao)(jiao)學改革(ge)和(he)(he)(he)社(she)會服(fu)務等方(fang)面的(de)(de)(de)引領作(zuo)(zuo)用是(shi)(shi)體現高(gao)職(zhi)(zhi)院(yuan)(yuan)(yuan)校(xiao)辦學質(zhi)量的(de)(de)(de)關鍵所在(zai)，“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)型(xing)(xing)(xing)(xing)(xing)”教(jiao)(jiao)師(shi)(shi)(shi)(shi)是(shi)(shi)職(zhi)(zhi)教(jiao)(jiao)教(jiao)(jiao)師(shi)(shi)(shi)(shi)的(de)(de)(de)一(yi)(yi)種(zhong)專屬稱號，是(shi)(shi)反映職(zhi)(zhi)業院(yuan)(yuan)(yuan)校(xiao)教(jiao)(jiao)師(shi)(shi)(shi)(shi)職(zhi)(zhi)業生涯中專業素質(zhi)和(he)(he)(he)能(neng)(neng)力(li)(li)的(de)(de)(de)一(yi)(yi)種(zhong)標志。如何激發(fa)“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)型(xing)(xing)(xing)(xing)(xing)”教(jiao)(jiao)師(shi)(shi)(shi)(shi)隊(dui)伍的(de)(de)(de)創(chuang)新活(huo)力(li)(li)，讓其(qi)在(zai)高(gao)職(zhi)(zhi)教(jiao)(jiao)育(yu)中充分發(fa)揮主(zhu)導作(zuo)(zuo)用，是(shi)(shi)高(gao)職(zhi)(zhi)院(yuan)(yuan)(yuan)校(xiao)“雙(shuang)(shuang)(shuang)師(shi)(shi)(shi)(shi)型(xing)(xing)(xing)(xing)(xing)”教(jiao)(jiao)師(shi)(shi)(shi)(shi)認(ren)(ren)定(ding)(ding)工作(zuo)(zuo)的(de)(de)(de)待破之題(ti)。
二、多重制度邏輯下“雙師型”教師認定的實施路徑
2022年(nian)教(jiao)育部辦公廳(ting)印發《通知》，高(gao)(gao)職院(yuan)校“雙師型(xing)”教(jiao)師認定工(gong)作(zuo)將根據國(guo)家政策導向(xiang)，通過(guo)制定或修訂認定標準，規范(fan)程(cheng)序，對“雙師型(xing)”教(jiao)師在師德(de)師風、理論實(shi)踐教(jiao)學能力、社會(hui)服務和創(chuang)新能力等方(fang)面(mian)進行綜合評價，其(qi)(qi)主(zhu)要目(mu)的是(shi)以(yi)制度的形(xing)式規范(fan)認定工(gong)作(zuo)，激勵教(jiao)師的專(zhuan)業發展，發揮其(qi)(qi)帶(dai)頭引(yin)領作(zuo)用(yong)，助力高(gao)(gao)職教(jiao)育的高(gao)(gao)質量發展。
（一）師德為先，落實立德樹(shu)人根本任務
習近平總書記高度(du)重視(shi)師(shi)(shi)(shi)(shi)德(de)(de)師(shi)(shi)(shi)(shi)風(feng)(feng)建設，2018年在(zai)北京大學(xue)師(shi)(shi)(shi)(shi)生座(zuo)談會上(shang)強調：“評(ping)(ping)價教(jiao)師(shi)(shi)(shi)(shi)隊伍素質(zhi)(zhi)(zhi)的(de)(de)第一標(biao)準應該是(shi)師(shi)(shi)(shi)(shi)德(de)(de)師(shi)(shi)(shi)(shi)風(feng)(feng)。”2022年《通(tong)知(zhi)》將師(shi)(shi)(shi)(shi)德(de)(de)師(shi)(shi)(shi)(shi)風(feng)(feng)列為“雙師(shi)(shi)(shi)(shi)型”教(jiao)師(shi)(shi)(shi)(shi)能力素質(zhi)(zhi)(zhi)的(de)(de)首要標(biao)準，強化(hua)對(dui)思(si)想素質(zhi)(zhi)(zhi)和師(shi)(shi)(shi)(shi)德(de)(de)素養的(de)(de)考察，師(shi)(shi)(shi)(shi)德(de)(de)考核不合(he)格者在(zai)影(ying)響期內(nei)不得參加“雙師(shi)(shi)(shi)(shi)型”教(jiao)師(shi)(shi)(shi)(shi)認(ren)(ren)定(ding)(ding)(ding)，已(yi)認(ren)(ren)定(ding)(ding)(ding)的(de)(de)應予以(yi)撤銷。師(shi)(shi)(shi)(shi)德(de)(de)為先是(shi)落實立德(de)(de)樹人(ren)的(de)(de)根本(ben)任務，也是(shi)踐行德(de)(de)技并(bing)修(xiu)育人(ren)的(de)(de)根本(ben)保(bao)證。針對(dui)68所樣本(ben)院(yuan)校(xiao)“雙師(shi)(shi)(shi)(shi)型”教(jiao)師(shi)(shi)(shi)(shi)認(ren)(ren)定(ding)(ding)(ding)文件(jian)中(zhong)(zhong)存在(zai)的(de)(de)缺乏師(shi)(shi)(shi)(shi)德(de)(de)認(ren)(ren)定(ding)(ding)(ding)條件(jian)、師(shi)(shi)(shi)(shi)德(de)(de)評(ping)(ping)價標(biao)準和對(dui)師(shi)(shi)(shi)(shi)德(de)(de)師(shi)(shi)(shi)(shi)風(feng)(feng)把(ba)關(guan)不嚴(yan)(yan)等(deng)問(wen)題，各高職院(yuan)校(xiao)應根據2022年《通(tong)知(zhi)》精神和要求，修(xiu)訂認(ren)(ren)定(ding)(ding)(ding)實施辦(ban)法，制(zhi)定(ding)(ding)(ding)師(shi)(shi)(shi)(shi)德(de)(de)失范行為負(fu)面清單及處理辦(ban)法、師(shi)(shi)(shi)(shi)德(de)(de)師(shi)(shi)(shi)(shi)風(feng)(feng)考核辦(ban)法和建立健全師(shi)(shi)(shi)(shi)德(de)(de)建設長效機制(zhi)實施辦(ban)法等(deng)相關(guan)制(zhi)度(du)文件(jian)并(bing)嚴(yan)(yan)格執行，將師(shi)(shi)(shi)(shi)德(de)(de)師(shi)(shi)(shi)(shi)風(feng)(feng)評(ping)(ping)價結果真(zhen)正落實到(dao)“雙師(shi)(shi)(shi)(shi)型”教(jiao)師(shi)(shi)(shi)(shi)認(ren)(ren)定(ding)(ding)(ding)中(zhong)(zhong)，發揮認(ren)(ren)定(ding)(ding)(ding)工作在(zai)師(shi)(shi)(shi)(shi)德(de)(de)師(shi)(shi)(shi)(shi)風(feng)(feng)建設中(zhong)(zhong)的(de)(de)導向作用。
（二）搭建(jian)融合各主(zhu)體制度邏(luo)輯(ji)的(de)認定體系
文本分(fen)(fen)析(xi)發現，目前(qian)各(ge)(ge)高(gao)(gao)職(zhi)院(yuan)(yuan)校(xiao)(xiao)(xiao)雖已初具認定(ding)(ding)(ding)體系，但標(biao)準(zhun)不(bu)一(yi)、內容不(bu)全(quan)，導向不(bu)明(ming)、效用不(bu)大(da)，與2022年下(xia)發的(de)(de)(de)《通知》要(yao)(yao)求還存在(zai)一(yi)定(ding)(ding)(ding)差距(ju)。從多重制(zhi)度(du)(du)邏輯出(chu)發，尋求各(ge)(ge)主體制(zhi)度(du)(du)邏輯的(de)(de)(de)內在(zai)需(xu)求，將各(ge)(ge)主體邏輯的(de)(de)(de)不(bu)同需(xu)求統一(yi)到構建(jian)(jian)提高(gao)(gao)教(jiao)(jiao)師(shi)(shi)(shi)(shi)能力(li)發展(zhan)、提高(gao)(gao)辦學質量(liang)、提高(gao)(gao)人才培養質量(liang)、提高(gao)(gao)社(she)會(hui)服務能力(li)這一(yi)共同目標(biao)上(shang)，是解決認定(ding)(ding)(ding)工作(zuo)(zuo)的(de)(de)(de)重點和難點。通過調研(yan)分(fen)(fen)析(xi)各(ge)(ge)高(gao)(gao)職(zhi)院(yuan)(yuan)校(xiao)(xiao)(xiao)的(de)(de)(de)現行(xing)制(zhi)度(du)(du)，目前(qian)還有(you)大(da)部(bu)分(fen)(fen)高(gao)(gao)職(zhi)院(yuan)(yuan)校(xiao)(xiao)(xiao)未將師(shi)(shi)(shi)(shi)德師(shi)(shi)(shi)(shi)風作(zuo)(zuo)為認定(ding)(ding)(ding)的(de)(de)(de)首要(yao)(yao)標(biao)準(zhun)條件(jian)，在(zai)專(zhuan)(zhuan)業(ye)標(biao)準(zhun)條件(jian)方面主要(yao)(yao)是對(dui)(dui)理(li)論和實踐教(jiao)(jiao)學能力(li)進(jin)行(xing)規定(ding)(ding)(ding)，對(dui)(dui)教(jiao)(jiao)師(shi)(shi)(shi)(shi)創新能力(li)和社(she)會(hui)服務能力(li)的(de)(de)(de)關注較少(shao)，而(er)在(zai)層級(ji)上(shang)只(zhi)(zhi)有(you)22%的(de)(de)(de)高(gao)(gao)校(xiao)(xiao)(xiao)進(jin)行(xing)分(fen)(fen)級(ji)認定(ding)(ding)(ding)，只(zhi)(zhi)有(you)一(yi)所學校(xiao)(xiao)(xiao)按專(zhuan)(zhuan)業(ye)進(jin)行(xing)認定(ding)(ding)(ding)，不(bu)利(li)于“雙師(shi)(shi)(shi)(shi)型”教(jiao)(jiao)師(shi)(shi)(shi)(shi)的(de)(de)(de)全(quan)面和持續發展(zhan)。結合國家最新政策要(yao)(yao)求，建(jian)(jian)議按專(zhuan)(zhuan)業(ye)大(da)類(lei)構建(jian)(jian)“3+5”認定(ding)(ding)(ding)體系，即(ji)從師(shi)(shi)(shi)(shi)德師(shi)(shi)(shi)(shi)風、教(jiao)(jiao)學能力(li)、實踐能力(li)、社(she)會(hui)服務、創新能力(li)五(wu)個維度(du)(du)對(dui)(dui)初、中、高(gao)(gao)三個層級(ji)的(de)(de)(de)“雙師(shi)(shi)(shi)(shi)型”教(jiao)(jiao)師(shi)(shi)(shi)(shi)進(jin)行(xing)分(fen)(fen)層分(fen)(fen)類(lei)評價。各(ge)(ge)高(gao)(gao)職(zhi)院(yuan)(yuan)校(xiao)(xiao)(xiao)應在(zai)國家指標(biao)體系的(de)(de)(de)指導下(xia)根(gen)據院(yuan)(yuan)校(xiao)(xiao)(xiao)自身專(zhuan)(zhuan)業(ye)建(jian)(jian)設發展(zhan)，先進(jin)行(xing)專(zhuan)(zhuan)業(ye)分(fen)(fen)類(lei)分(fen)(fen)級(ji)，同時(shi)細化五(wu)個評價維度(du)(du)的(de)(de)(de)具體要(yao)(yao)求，五(wu)個維度(du)(du)的(de)(de)(de)主要(yao)(yao)評價內容見表1。
表1 “雙師型”教師評(ping)價(jia)指標(biao)體系(xi)
（三）尋求各(ge)主體制度邏輯的共同價值導向
多重制度(du)(du)邏(luo)(luo)(luo)輯(ji)(ji)(ji)使高(gao)職“雙(shuang)(shuang)師(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)認定(ding)各(ge)主體間的(de)(de)(de)利(li)益產生必(bi)然的(de)(de)(de)矛(mao)(mao)盾(dun)，這(zhe)種矛(mao)(mao)盾(dun)將影(ying)響制度(du)(du)體系的(de)(de)(de)平衡。受國家(jia)(jia)制度(du)(du)邏(luo)(luo)(luo)輯(ji)(ji)(ji)影(ying)響，高(gao)職“雙(shuang)(shuang)師(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)認定(ding)制度(du)(du)邏(luo)(luo)(luo)輯(ji)(ji)(ji)體現在(zai)：國家(jia)(jia)在(zai)辦學基本條件（師(shi)(shi)資(zi)隊伍建(jian)設(she)）、院(yuan)(yuan)校(xiao)(xiao)各(ge)類項目申報、評比(bi)、考核中(zhong)都將“雙(shuang)(shuang)師(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)數量作(zuo)為(wei)評價指(zhi)標(biao)，在(zai)這(zhe)種制度(du)(du)邏(luo)(luo)(luo)輯(ji)(ji)(ji)下(xia)，學校(xiao)(xiao)的(de)(de)(de)制度(du)(du)邏(luo)(luo)(luo)輯(ji)(ji)(ji)和教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)的(de)(de)(de)個人(ren)邏(luo)(luo)(luo)輯(ji)(ji)(ji)必(bi)將其(qi)作(zuo)為(wei)首選(xuan)任(ren)務，從而弱化了“雙(shuang)(shuang)師(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)隊伍建(jian)設(she)的(de)(de)(de)目的(de)(de)(de)。而國家(jia)(jia)、學校(xiao)(xiao)和教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)的(de)(de)(de)邏(luo)(luo)(luo)輯(ji)(ji)(ji)導向從表面(mian)上看存在(zai)沖突(tu)，但其(qi)內(nei)在(zai)目標(biao)是(shi)一致(zhi)的(de)(de)(de)，挖掘三方的(de)(de)(de)共(gong)同價值導向，是(shi)解決其(qi)邏(luo)(luo)(luo)輯(ji)(ji)(ji)矛(mao)(mao)盾(dun)的(de)(de)(de)關鍵所在(zai)。高(gao)職院(yuan)(yuan)校(xiao)(xiao)要深刻領(ling)悟國家(jia)(jia)開展“雙(shuang)(shuang)師(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)認定(ding)工作(zuo)的(de)(de)(de)目標(biao)要求、將認定(ding)標(biao)準融合(he)到國家(jia)(jia)教(jiao)(jiao)(jiao)(jiao)育(yu)方針中(zhong)，服務國家(jia)(jia)地(di)方經濟社(she)會發展，將社(she)會需求轉化為(wei)評價標(biao)準和共(gong)同行為(wei)。學校(xiao)(xiao)和教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)應積極貫徹落(luo)實(shi)國家(jia)(jia)的(de)(de)(de)教(jiao)(jiao)(jiao)(jiao)育(yu)方針，助力國家(jia)(jia)邏(luo)(luo)(luo)輯(ji)(ji)(ji)目標(biao)的(de)(de)(de)實(shi)現；而國家(jia)(jia)邏(luo)(luo)(luo)輯(ji)(ji)(ji)目標(biao)實(shi)現后必(bi)將為(wei)高(gao)職院(yuan)(yuan)校(xiao)(xiao)建(jian)設(she)和教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)培養提供更多的(de)(de)(de)政(zheng)策支(zhi)持和鼓勵措施。
（四）強化監督(du)評價機制，完(wan)善(shan)激勵(li)政策
構建(jian)(jian)平衡(heng)的(de)(de)權(quan)力機(ji)(ji)制(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)是(shi)高(gao)校(xiao)(xiao)有(you)效治理(li)的(de)(de)基礎。高(gao)職(zhi)院(yuan)(yuan)校(xiao)(xiao)應(ying)堅持(chi)“以(yi)‘雙師(shi)(shi)型(xing)(xing)(xing)’教(jiao)(jiao)師(shi)(shi)認(ren)定(ding)(ding)(ding)促師(shi)(shi)資(zi)隊伍建(jian)(jian)設”的(de)(de)導向(xiang)，帶動(dong)教(jiao)(jiao)師(shi)(shi)追(zhui)求知識技(ji)能創新(xin)，增加(jia)教(jiao)(jiao)師(shi)(shi)使命感和(he)(he)(he)社會(hui)認(ren)同感，同時明確(que)“雙師(shi)(shi)型(xing)(xing)(xing)”教(jiao)(jiao)師(shi)(shi)認(ren)定(ding)(ding)(ding)工作(zuo)(zuo)(zuo)(zuo)(zuo)中(zhong)各方(fang)的(de)(de)職(zhi)責權(quan)限，明確(que)監(jian)督(du)和(he)(he)(he)問責機(ji)(ji)制(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)，關注權(quan)力制(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)衡(heng)。2022年(nian)《通(tong)知》從宏觀上對職(zhi)業(ye)院(yuan)(yuan)校(xiao)(xiao)“雙師(shi)(shi)型(xing)(xing)(xing)”教(jiao)(jiao)師(shi)(shi)認(ren)定(ding)(ding)(ding)工作(zuo)(zuo)(zuo)(zuo)(zuo)進(jin)行指導和(he)(he)(he)監(jian)督(du)。一(yi)是(shi)省(sheng)級教(jiao)(jiao)育(yu)(yu)行政部(bu)門和(he)(he)(he)各高(gao)職(zhi)院(yuan)(yuan)校(xiao)(xiao)要(yao)(yao)根(gen)據國家要(yao)(yao)求，制(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)定(ding)(ding)(ding)或修訂具體(ti)認(ren)定(ding)(ding)(ding)標準和(he)(he)(he)具體(ti)實施辦法(fa)，讓(rang)認(ren)定(ding)(ding)(ding)工作(zuo)(zuo)(zuo)(zuo)(zuo)有(you)法(fa)可(ke)依，認(ren)定(ding)(ding)(ding)結(jie)(jie)果(guo)具有(you)權(quan)威性、社會(hui)認(ren)可(ke)度(du)高(gao)。二是(shi)規范(fan)(fan)認(ren)定(ding)(ding)(ding)工作(zuo)(zuo)(zuo)(zuo)(zuo)程序，落實公示制(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)度(du)，嚴肅投訴和(he)(he)(he)申訴制(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)度(du)，建(jian)(jian)立責任追(zhui)究制(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)度(du)，確(que)保認(ren)定(ding)(ding)(ding)過程和(he)(he)(he)認(ren)定(ding)(ding)(ding)結(jie)(jie)果(guo)公平公正(zheng)公開，發(fa)(fa)揮(hui)民(min)主監(jian)督(du)作(zuo)(zuo)(zuo)(zuo)(zuo)用，做到(dao)程序規范(fan)(fan)、過程可(ke)溯。三是(shi)建(jian)(jian)立政校(xiao)(xiao)行企多元融合評(ping)價機(ji)(ji)制(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)和(he)(he)(he)動(dong)態(tai)調整機(ji)(ji)構。分級分專業(ye)組建(jian)(jian)由(you)來自(zi)教(jiao)(jiao)育(yu)(yu)部(bu)門、行業(ye)企業(ye)、院(yuan)(yuan)校(xiao)(xiao)等的(de)(de)專家組成的(de)(de)認(ren)定(ding)(ding)(ding)專家評(ping)議委(wei)員會(hui)，加(jia)強(qiang)第三方(fang)評(ping)估在認(ren)定(ding)(ding)(ding)工作(zuo)(zuo)(zuo)(zuo)(zuo)中(zhong)的(de)(de)地位；結(jie)(jie)合教(jiao)(jiao)學所在專業(ye)特(te)點，取消“雙師(shi)(shi)型(xing)(xing)(xing)”教(jiao)(jiao)師(shi)(shi)終(zhong)身制(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)，實行定(ding)(ding)(ding)期(qi)復(fu)核、動(dong)態(tai)調整制(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)度(du)。四是(shi)制(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)定(ding)(ding)(ding)激勵(li)(li)(li)保障制(zhi)(zhi)(zhi)(zhi)(zhi)(zhi)度(du)。高(gao)職(zhi)院(yuan)(yuan)校(xiao)(xiao)要(yao)(yao)根(gen)據自(zi)身發(fa)(fa)展需(xu)求、經(jing)費(fei)投入(ru)、培養渠道等，出臺(tai)切實可(ke)行的(de)(de)激勵(li)(li)(li)管理(li)辦法(fa)，明確(que)獎勵(li)(li)(li)條件和(he)(he)(he)標準，切實提(ti)高(gao)“雙師(shi)(shi)型(xing)(xing)(xing)”教(jiao)(jiao)師(shi)(shi)的(de)(de)工資(zi)待遇和(he)(he)(he)各類晉升培訓(xun)機(ji)(ji)會(hui)，“雙師(shi)(shi)型(xing)(xing)(xing)”教(jiao)(jiao)師(shi)(shi)與非(fei)“雙師(shi)(shi)型(xing)(xing)(xing)”教(jiao)(jiao)師(shi)(shi)要(yao)(yao)有(you)所區別，不同層級“雙師(shi)(shi)型(xing)(xing)(xing)”教(jiao)(jiao)師(shi)(shi)也要(yao)(yao)有(you)所區別，真(zhen)正(zheng)調動(dong)職(zhi)業(ye)院(yuan)(yuan)校(xiao)(xiao)教(jiao)(jiao)師(shi)(shi)走“雙師(shi)(shi)型(xing)(xing)(xing)”發(fa)(fa)展道路，調動(dong)其主動(dong)參與認(ren)定(ding)(ding)(ding)和(he)(he)(he)再認(ren)定(ding)(ding)(ding)的(de)(de)積(ji)極性，確(que)保開展“雙師(shi)(shi)型(xing)(xing)(xing)”教(jiao)(jiao)師(shi)(shi)認(ren)定(ding)(ding)(ding)工作(zuo)(zuo)(zuo)(zuo)(zuo)初衷的(de)(de)實現(xian)。（節選自(zi)《職(zhi)業(ye)技(ji)術教(jiao)(jiao)育(yu)(yu)》2023年(nian)第34期(qi)）
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