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　　黨的(de)十(shi)八大(da)以(yi)來，以(yi)習(xi)近(jin)平同志為(wei)核心的(de)黨中央(yang)不僅(jin)對(dui)我(wo)國職(zhi)業(ye)教(jiao)(jiao)育(yu)改革(ge)發展寄(ji)予殷(yin)切期(qi)望(wang)，而且提(ti)(ti)出(chu)了多措并舉(ju)打造職(zhi)業(ye)教(jiao)(jiao)育(yu)“雙師(shi)(shi)型”教(jiao)(jiao)師(shi)(shi)隊(dui)伍的(de)一系列明(ming)確要求(qiu)。2020年教(jiao)(jiao)師(shi)(shi)節到來之際(ji)，習(xi)近(jin)平總書記又向全(quan)國廣大(da)教(jiao)(jiao)師(shi)(shi)寄(ji)語(yu)，希望(wang)廣大(da)教(jiao)(jiao)師(shi)(shi)“積極探索新時代教(jiao)(jiao)育(yu)教(jiao)(jiao)學(xue)方法，不斷(duan)提(ti)(ti)升(sheng)教(jiao)(jiao)書育(yu)人本(ben)領”。這對(dui)加強(qiang)新時代職(zhi)業(ye)教(jiao)(jiao)育(yu)教(jiao)(jiao)師(shi)(shi)隊(dui)伍建(jian)設、推進職(zhi)業(ye)教(jiao)(jiao)育(yu)“三教(jiao)(jiao)”改革(ge)、促進職(zhi)業(ye)教(jiao)(jiao)育(yu)提(ti)(ti)質培優(you)指明(ming)了新方向、提(ti)(ti)出(chu)了新要求(qiu)。

　　職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育發展(zhan)關鍵看教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)，教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)素(su)質(zhi)(zhi)關鍵看“雙(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)”，特(te)別是“雙(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)型”教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)隊伍的規(gui)模(mo)、結構、素(su)質(zhi)(zhi)、來源(yuan)(yuan)。近年來，教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育部、財政(zheng)部連續(xu)實施了(le)兩(liang)個周期的職(zhi)業(ye)(ye)(ye)院(yuan)校(xiao)(xiao)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)素(su)質(zhi)(zhi)提(ti)高(gao)計劃，推動職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)隊伍規(gui)模(mo)和質(zhi)(zhi)量(liang)明顯提(ti)升(sheng)，培養了(le)一大(da)批專業(ye)(ye)(ye)帶頭人(ren)(ren)和職(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)名師(shi)(shi)(shi)(shi)(shi)(shi)。2019年，我國職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育專任教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)超過(guo)135萬(wan)(wan)(wan)人(ren)(ren)，其中(zhong)(zhong)“雙(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)型”教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)超過(guo)48萬(wan)(wan)(wan)人(ren)(ren)，占比(bi)(bi)達(da)35%：中(zhong)(zhong)職(zhi)專任教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)超過(guo)84萬(wan)(wan)(wan)，“雙(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)型”教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)占比(bi)(bi)達(da)32%；高(gao)職(zhi)專任教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)超過(guo)51萬(wan)(wan)(wan)人(ren)(ren)，“雙(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)型”教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)占比(bi)(bi)達(da)40%。教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育部職(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)所開展(zhan)的全國職(zhi)業(ye)(ye)(ye)院(yuan)校(xiao)(xiao)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)情調查顯示，目前職(zhi)業(ye)(ye)(ye)院(yuan)校(xiao)(xiao)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)隊伍整體上表現出(chu)師(shi)(shi)(shi)(shi)(shi)(shi)德良好、首(shou)選職(zhi)業(ye)(ye)(ye)比(bi)(bi)例(li)高(gao)、學(xue)歷匹配(pei)好、工作效能感(gan)(gan)和認同感(gan)(gan)較好等優勢，能夠較好地適應教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)改革的新(xin)(xin)要(yao)求，有力(li)支撐了(le)職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育高(gao)質(zhi)(zhi)量(liang)發展(zhan)。但是，隨著專業(ye)(ye)(ye)的升(sheng)級、課(ke)程(cheng)的更新(xin)(xin)、生(sheng)源(yuan)(yuan)的多(duo)樣(yang)，對職(zhi)業(ye)(ye)(ye)院(yuan)校(xiao)(xiao)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)會(hui)不(bu)(bu)會(hui)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)、能不(bu)(bu)能教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)好，提(ti)出(chu)了(le)新(xin)(xin)的更大(da)挑戰，“雙(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)型”教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)隊伍建設面(mian)臨(lin)諸多(duo)困(kun)難。比(bi)(bi)如(ru)，由(you)于(yu)(yu)(yu)體制(zhi)(zhi)方面(mian)的“天花板”，職(zhi)業(ye)(ye)(ye)院(yuan)校(xiao)(xiao)師(shi)(shi)(shi)(shi)(shi)(shi)資(zi)總(zong)量(liang)依然(ran)不(bu)(bu)足，特(te)別是高(gao)職(zhi)擴招(zhao)(zhao)后(hou)需新(xin)(xin)增(zeng)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)數萬(wan)(wan)(wan)人(ren)(ren)，部分職(zhi)業(ye)(ye)(ye)院(yuan)校(xiao)(xiao)生(sheng)師(shi)(shi)(shi)(shi)(shi)(shi)比(bi)(bi)不(bu)(bu)達(da)標(biao)；由(you)于(yu)(yu)(yu)收入(ru)分配(pei)的“玻璃門”，職(zhi)業(ye)(ye)(ye)院(yuan)校(xiao)(xiao)的績效工資(zi)制(zhi)(zhi)度(du)還不(bu)(bu)完善，職(zhi)稱制(zhi)(zhi)度(du)改革有待深化(hua)；由(you)于(yu)(yu)(yu)校(xiao)(xiao)企雙(shuang)(shuang)向交流的“旋轉門”還不(bu)(bu)順暢，想招(zhao)(zhao)的人(ren)(ren)進不(bu)(bu)來，能進能出(chu)的雙(shuang)(shuang)向流動機(ji)制(zhi)(zhi)還沒有建立。同時，不(bu)(bu)少教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)面(mian)臨(lin)著知識更新(xin)(xin)難、技能實操弱等問題。有關調查也顯示，職(zhi)業(ye)(ye)(ye)院(yuan)校(xiao)(xiao)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)隊伍建設中(zhong)(zhong)，仍然(ran)存(cun)在企業(ye)(ye)(ye)經歷不(bu)(bu)足、職(zhi)前準備不(bu)(bu)充分，研究能力(li)和社會(hui)服(fu)務能力(li)不(bu)(bu)強，學(xue)校(xiao)(xiao)歸屬感(gan)(gan)、工作獲得感(gan)(gan)、工作滿意度(du)不(bu)(bu)高(gao)等問題。

　　“十四五”時期(qi)是我國職(zhi)(zhi)業(ye)教(jiao)育(yu)改革攻堅、爬坡過坎的關鍵期(qi)，也是職(zhi)(zhi)業(ye)教(jiao)育(yu)教(jiao)師隊(dui)伍(wu)提(ti)質增效、增值賦能的機遇期(qi)，重(zhong)中之重(zhong)就是要著力破解制(zhi)約“雙(shuang)師型”教(jiao)師隊(dui)伍(wu)建設的瓶頸和難(nan)點，切實提(ti)升(sheng)教(jiao)書育(yu)人(ren)本領，打造職(zhi)(zhi)業(ye)教(jiao)育(yu)“工匠之師”。

　　堅(jian)持培(pei)(pei)(pei)養(yang)(yang)培(pei)(pei)(pei)訓(xun)兩(liang)手抓。要優(you)化布局結構，鼓勵有(you)條件的(de)優(you)質高職(zhi)學校(xiao)轉型為職(zhi)業(ye)技術師(shi)范(fan)類院校(xiao)或開(kai)辦職(zhi)業(ye)技術師(shi)范(fan)專業(ye)，支持高水平工科院校(xiao)分專業(ye)領域培(pei)(pei)(pei)養(yang)(yang)職(zhi)業(ye)教(jiao)育師(shi)資(zi)，到2023年(nian)，實(shi)現(xian)專業(ye)教(jiao)師(shi)中(zhong)“雙師(shi)型”教(jiao)師(shi)占(zhan)比超過50%；實(shi)施好(hao)校(xiao)企共建“雙師(shi)型”教(jiao)師(shi)培(pei)(pei)(pei)養(yang)(yang)培(pei)(pei)(pei)訓(xun)基(ji)地(di)和教(jiao)師(shi)企業(ye)實(shi)踐基(ji)地(di)，落實(shi)5年(nian)一輪的(de)教(jiao)師(shi)全員培(pei)(pei)(pei)訓(xun)制(zhi)度(du)(du)；定(ding)期(qi)組織選派職(zhi)業(ye)院校(xiao)專業(ye)骨干教(jiao)師(shi)赴國外(wai)研修(xiu)訪學；要結合“1+X”證書制(zhi)度(du)(du)試點加強師(shi)資(zi)培(pei)(pei)(pei)訓(xun)，逐步探索出(chu)一條培(pei)(pei)(pei)養(yang)(yang)路徑更加科學、培(pei)(pei)(pei)養(yang)(yang)層(ceng)次逐步提升、培(pei)(pei)(pei)養(yang)(yang)機(ji)構更加多元(yuan)的(de)新(xin)路子。

　　發揮(hui)校(xiao)(xiao)(xiao)企(qi)(qi)兩(liang)個積極性。要(yao)擴(kuo)大教(jiao)(jiao)(jiao)師(shi)(shi)來源渠道，今后新教(jiao)(jiao)(jiao)師(shi)(shi)原則上(shang)從具(ju)有(you)3年以上(shang)企(qi)(qi)業(ye)(ye)(ye)工作經(jing)(jing)歷并具(ju)有(you)高職(zhi)以上(shang)學歷的(de)人員中公開招(zhao)聘(pin)。鼓(gu)勵職(zhi)業(ye)(ye)(ye)院校(xiao)(xiao)(xiao)從企(qi)(qi)業(ye)(ye)(ye)聘(pin)請具(ju)有(you)實(shi)踐(jian)經(jing)(jing)驗的(de)專業(ye)(ye)(ye)技術人員、高技能人才擔任兼職(zhi)教(jiao)(jiao)(jiao)師(shi)(shi)。支(zhi)持職(zhi)業(ye)(ye)(ye)院校(xiao)(xiao)(xiao)面向社(she)會和企(qi)(qi)業(ye)(ye)(ye)自主招(zhao)聘(pin)兼職(zhi)教(jiao)(jiao)(jiao)師(shi)(shi)。建(jian)立(li)健(jian)全職(zhi)業(ye)(ye)(ye)院校(xiao)(xiao)(xiao)教(jiao)(jiao)(jiao)師(shi)(shi)編制動(dong)態管理機制，完善(shan)“固定崗+流動(dong)崗”資源配置新機制，遴選、建(jian)設兼職(zhi)教(jiao)(jiao)(jiao)師(shi)(shi)資源庫(ku)。依托(tuo)產教(jiao)(jiao)(jiao)融(rong)合型企(qi)(qi)業(ye)(ye)(ye)等，推動(dong)校(xiao)(xiao)(xiao)企(qi)(qi)共建(jian)教(jiao)(jiao)(jiao)師(shi)(shi)培養(yang)培訓基地和教(jiao)(jiao)(jiao)師(shi)(shi)企(qi)(qi)業(ye)(ye)(ye)實(shi)踐(jian)基地，為職(zhi)業(ye)(ye)(ye)院校(xiao)(xiao)(xiao)教(jiao)(jiao)(jiao)師(shi)(shi)每年至(zhi)少一個月(yue)實(shi)訓提供支(zhi)撐。

　　用(yong)好考核(he)評(ping)(ping)價(jia)(jia)的(de)指揮(hui)棒。要落實《深化新時代教(jiao)(jiao)(jiao)育(yu)評(ping)(ping)價(jia)(jia)改(gai)(gai)革總體(ti)方(fang)案》，健(jian)全(quan)(quan)分層(ceng)分類的(de)職(zhi)教(jiao)(jiao)(jiao)教(jiao)(jiao)(jiao)師(shi)專業標準體(ti)系，推(tui)進(jin)踐行教(jiao)(jiao)(jiao)書(shu)育(yu)人使命。健(jian)全(quan)(quan)“雙師(shi)型(xing)”教(jiao)(jiao)(jiao)師(shi)認定(ding)、聘用(yong)、考核(he)等(deng)評(ping)(ping)價(jia)(jia)標準，突出(chu)實踐技(ji)能(neng)(neng)水(shui)平和(he)(he)專業教(jiao)(jiao)(jiao)學能(neng)(neng)力(li)，完善以教(jiao)(jiao)(jiao)書(shu)育(yu)人實績為(wei)導向(xiang)的(de)教(jiao)(jiao)(jiao)師(shi)評(ping)(ping)價(jia)(jia)機制(zhi)，深入(ru)(ru)推(tui)進(jin)職(zhi)業院(yuan)校(xiao)教(jiao)(jiao)(jiao)學工作(zuo)診斷與(yu)改(gai)(gai)進(jin)機制(zhi)。發揮(hui)教(jiao)(jiao)(jiao)學能(neng)(neng)力(li)比(bi)賽(sai)“以賽(sai)促教(jiao)(jiao)(jiao)”的(de)積極作(zuo)用(yong)，發揮(hui)社會第三方(fang)評(ping)(ping)價(jia)(jia)作(zuo)用(yong)。改(gai)(gai)革職(zhi)業院(yuan)校(xiao)專業教(jiao)(jiao)(jiao)師(shi)晉升和(he)(he)評(ping)(ping)價(jia)(jia)機制(zhi)，破除“五(wu)唯”傾向(xiang)，將(jiang)企業生(sheng)產項目實踐經歷、業績成(cheng)果等(deng)納(na)入(ru)(ru)評(ping)(ping)價(jia)(jia)標準。改(gai)(gai)革完善職(zhi)業院(yuan)校(xiao)績效工資政策，鼓勵教(jiao)(jiao)(jiao)師(shi)參與(yu)職(zhi)業培訓、校(xiao)企合作(zuo)、技(ji)術服務等(deng)并依法(fa)依規取得收入(ru)(ru)。

　　總(zong)之，要(yao)(yao)適應我國職業(ye)教(jiao)(jiao)育(yu)(yu)加(jia)快由(you)數量普(pu)及階段轉(zhuan)向內涵發展階段的要(yao)(yao)求，全面深化(hua)新時(shi)代職業(ye)教(jiao)(jiao)育(yu)(yu)教(jiao)(jiao)師(shi)隊伍建設(she)改(gai)革，全面提(ti)升(sheng)職業(ye)教(jiao)(jiao)育(yu)(yu)教(jiao)(jiao)師(shi)素質能力(li)，形成優秀人(ren)(ren)才爭相(xiang)從教(jiao)(jiao)、教(jiao)(jiao)師(shi)人(ren)(ren)人(ren)(ren)盡展其才、好(hao)老師(shi)不斷涌現的良(liang)好(hao)局面。

　　作者(zhe)：教(jiao)育部(bu)職成(cheng)司(si)(si)黨支部(bu)書記、司(si)(si)長 陳子季