创新创业理论研究与实践 ›› 2026, Vol. 9 ›› Issue (6): 96-99.

• 教育改革与发展 • 上一篇    下一篇

新时代职业教育师资队伍专业化发展路径研究

沈泓良, 陈璟   

  1. 新疆应用职业技术学院,新疆伊犁 833200
  • 出版日期:2026-03-25 发布日期:2026-07-01
  • 作者简介:沈泓良(1979—),男,江苏苏州人,在读硕士研究生,讲师,研究方向:学生管理、思想政治、艺术教育。
  • 基金资助:
    2024年度伊犁州职业教育集团联合会师资专项课题一般项目“新时代职业教育师资队伍专业化发展路径研究”(YZLSZYB04)

Research on the Professional Development Path of Vocational Education Teachers in the New Era

SHEN Hongliang, CHEN Jing   

  1. Xinjiang Applied Vocational Technical College, Yili Xinjiang, 833200, China
  • Online:2026-03-25 Published:2026-07-01

摘要: 在新时代教育变革背景下,职业教育师资队伍建设面临着新要求和新挑战。新时代职业教育师资队伍建设需紧密对接产业升级需求,强化职业素养培育,推动教育与技术的融合创新。当前,职业教育师资队伍建设存在师资结构失衡、培训体系滞后、激励机制匮乏等问题。基于此,该文提出新时代职业教育师资队伍专业化发展的创新路径,指出应通过建设“双师型”教师队伍、搭建多元精准培训平台、构建多维激励保障体系、提升数字技术运用能力等举措,推动职业教育高质量发展,培养更多适应新时代需求的高素质技术技能人才。

关键词: 新时代, 职业教育, 师资队伍, 专业化, 校企协同, 发展路径

Abstract: Under the background of education reform in the new era, the construction of vocational education teacher teams is facing new requirements and challenges. The construction of vocational education teachers in the new era needs to closely align with the needs of industrial upgrading, strengthen the cultivation of professional quality, and promote the integration and innovation of educational technology. At present, there are some problems in the construction of vocational education teachers, such as the imbalance of teachers'structure, the lag of training system and the lack of incentive mechanism. Based on this, this paper puts forward innovative paths for the professional development of vocational education teachers in the new era, and points out that it is essential to promote the high-quality development of vocational education and cultivate more high-quality technical and skilled talents to meet the needs of the new era by building a double-qualified high-quality teacher team, establishing a multi-dimensional precise training platform, constructing a multi-dimensional incentive guarantee system and improving the ability of digital technology application.

Key words: New era, Vocational education, Teaching staff, Specialization, School-enterprise collaboration, Development path

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