摘要
高职院校师资培养与普通高等教育的师资培养存在一定的差别。因高职院校师资的“职业”特性,师资队伍可分为研学产型、学研(产)产(研)型、产学研型等多种类型。学研(产)产(研)型师资是高职院校理论教学的主要力量,是科研项目和技术攻关的重要参与者。产学研型师资培养在稳步提高其教学能力的同时,不断提高其生产能力,适当提高其科研能力, 所以,学校应为这部分教师创造充分的生产实践机会,提高生产技能,同时能视情参与技术攻关和有关科研课题,培养学术素质。为保证高职院校师资队伍培养的实施,应建立多元化的激励考核机制,促进高职院校师资队伍的建设。
There exists certain difference of the construction of teaching staff between vocational higher institutions and normal higher institutions. In light of the “vocational” characteristics of the vocational higher institutions, the teaching staff can be categorized into research - learning - production, learning - research - production and production -learning -research types. The second type is the mainstay in theoretical teaching and the leading participants in scientific research programs and technical studies. The third type shall have to improve their production and research abilities in line with the promotion of their teaching abilities, for whom, the institution authorities shall endeavor to create opportunities for their practice and production techniques to improve their academic qualifications alongside their technical studies and scientific projects. To ensure the implementation of teacher improvement, a muhimodal mechanism of incentive and assessment shall be established to enhance the construction of the teaching staff of higher vocational institutions.
出处
《青岛远洋船员学院学报》
2005年第3期77-80,共4页
Journal of Qingdao Ocean Shipping Mariners College
关键词
师资结构
研学产
学研产
产学研
structure of teaching staff, research - learning - production, learning - research - proctuctlon,production - learning - research
