Abstract: Against the backdrop of deepening the integration of industry and education in vocational education and promoting the comprehensive education of“job, course, competition and certificate”, the assessment and evaluation system for teachers in higher vocational colleges needs to break through the traditional paradigm and transform towards the integration of“job performance and innovation ability”(integration of job and innovation). This article is based on the theory of human resource management and the characteristics of vocational education types, through empirical research and theoretical analysis, it reveals structural contradictions in the current assessment system, such as vague classification standards, imbalanced evaluation dimensions, insufficient innovation ability orientation, and lagging incentive mechanisms; Propose a classification assessment framework based on job attributes and innovation capabilities as the core. By constructing a collaborative system of “job type evaluation indicators implementation path”, optimize assessment dimensions, improve evaluation subjects, and strengthen the application of results, providing theoretical support and practical paths for the professional development of teachers in higher vocational colleges and the construction of the“dual-qualified”teacher team.

Key words: “Integration of positions and innovation”, Higher vocational colleges, Teacher classification, Assessment, Evaluation system, “Dual-qualified”teacher