"Double-qualified" teachers refer to teachers with good professional ethics, teaching and scientific research ability, good professional attitude and professional knowledge.
According to this concept, we can further understand the connotation of "double-qualified" teachers, "double-qualified"
Teachers refer to teachers with solid basic theoretical knowledge, high teaching level, certain scientific research ability, strong professional practice ability and rich practical work experience, so they are "double-qualified"
Teachers not only have rich industry basic theoretical knowledge and practical ability, but also have the ability to integrate professional knowledge and practical ability in the process of education and teaching. Therefore, double certificates are not equal to "double qualifications".
"Double-qualified" is not a simple superposition of teachers and engineers, but an organic integration of the two in knowledge, ability and attitude.
Second, the characteristics of young teachers
Most of the young teachers in private undergraduate education institutions are from undergraduate or graduate students. They have a solid theoretical foundation, new knowledge, quick acceptance of new things, active thinking, strong ability to apply modern technical education means and high enthusiasm for work. However, they basically receive education from school to school for a long time, do not understand the educational concept and characteristics of private skilled undergraduate colleges, lack practical experience and have poor practical ability. At the same time, their professional requirements and academic qualifications for teachers are also very poor.
"Double-qualified" Quality Training Goal for Young Teachers Majoring in Art Design
The goal of "double-qualified" quality training for young teachers majoring in art design is: young teachers with good professional ethics, solid professional basic theoretical knowledge, skilled professional practical skills, advanced vocational education concepts, firm spirit of reform and innovation, and sustainable development in line with the characteristics of advanced applied talents education at the private undergraduate level. Have the ability to master the teaching content and handle the content; Turn the requirements of art design industry for students' knowledge and innovative practice ability into the ability of education and teaching content, social communication and organization and coordination; The ability to guide students to participate in industrial design management; The ability to adapt to the development of private education and industry changes and constantly reform and innovate. It is necessary to obtain not only the teacher's professional title certificate, but also the design professional technical certificate, organize students to participate in national and provincial design competitions, strengthen their own design practice and professional ability, participate in design forums and design competitions, and constantly enhance their professional ability, which is conducive to the improvement of teaching ability.
Fourthly, the role of "double-qualified" teachers in classroom teaching.
Today, we are in an information age. As far as the sources and channels of knowledge and information are concerned,
Sometimes students are even more extensive than teachers, especially the flexible characteristics of art design, so modern art design teachers should not only be like candles, but also like the "nuclear fusion" sun.
While illuminating others, we should also enrich ourselves. "Double-qualified" teachers can give full play to their own advantages in theory and practice according to the needs of production. Through typical technical case analysis and classroom special discussion,
Through the scheme design, students can apply what they have learned to life, cultivate their ability of analysis, thinking and innovation, which is conducive to the formation of students' personality and creativity.
Fifthly, the role of double-qualified teachers in practical teaching.
One of the keys to cultivating advanced applied talents at undergraduate level,
It is the scientific setting of practical teaching links at all stages. The setting of experimental projects and practical training projects is very important for the cultivation of students' practical ability and problem-solving ability.
Teachers know more about the common technical problems and solutions in production, so they can set up innovative and comprehensive experiments or training projects in the process of cultivating special abilities and comprehensive abilities.
Can play the role of advanced teaching experiments, training facilities and venues, implement two-way interactive interest teaching, and strengthen the cultivation of students' practical ability and comprehensive application ability.
Sixth, the "double-qualified" quality training mode for young teachers majoring in art design.
Young teachers majoring in art design, especially those who have just graduated, do not have the theories and methods of education and teaching, nor do they have professional practical experience. To cultivate the "double-qualified" quality of young teachers majoring in art design, we should do both, and we should not lose sight of one thing and lose sight of another. Taking five years as a training cycle, according to the principle of step by step, combined with the situation of school teachers, different training contents are arranged every year. For example, the first two years focused on the formation of educational and teaching concepts, the study of educational theories, teaching documents and rules and regulations, and the accumulation of teaching experience and practical experience; In the last three years, the focus is on teaching and concrete practice, and "letting go" allows them to independently carry out the teaching and professional practice of a course. Through the synchronous training of teaching experience and practice at different levels and steps, they gradually realize the application of theoretical knowledge in practice and the requirements of the industry for teaching, thus forming a virtuous circle and promoting the improvement of young teachers majoring in art design in these two aspects. After the first round of training, young teachers not only won the title of lecturer in form, but also met the requirements of "double-qualified" teachers in essence.
Seven, art design professional young teachers "double-qualified" quality training measures.
1. Combination of centralization and decentralization
Take a relatively centralized approach to some * * * issues, such as inviting authoritative experts to train in education laws and regulations, education theories, rules and regulations, etc. Invite old teachers to be their lecturers and impart teaching experience (including lectures); At the same time, according to their different majors, they can be implemented in a decentralized way, such as learning and understanding the professional teaching plan and syllabus.
2. Implement the "double-qualified" tutorial system.
The cultivation of "double-qualified" teachers is not only an idea, but more importantly, it should be put into practice. In order to train "double-qualified" young teachers, the "double-qualified" tutorial system should be implemented. Two-way selection or school assignment can be adopted to arrange teachers with senior titles and industry experts as mentors for young teachers. Tutors should formulate detailed training plans, and management departments should formulate tutorial system regulations and conduct regular assessment. Dual-qualification system can reduce the blindness of young teachers and is a quick and effective way to cultivate their dual-qualification quality.
3. Establish a stable "double-qualified" training base.
"Double-qualified" training base is a formal and professional technical training base. As a private undergraduate training place for advanced applied talents, these can not meet the training needs of "double-qualified" teachers. Schools should contact normal universities, companies, scientific research institutions and other departments, sign agreements, establish a number of "double-qualified" training bases, and cultivate the "double-qualified" quality of young teachers majoring in art design.
4. The school-enterprise zero-distance cooperation model provides a platform for teachers to practice.
The mode of zero-distance cooperation between schools and enterprises means that teachers directly participate in the management operation and project implementation of school-run enterprises.
In this mode of cooperation, teachers can take turns to participate in engineering practice and realize the training of "double-qualified" teachers in a planned way.
Teachers are familiar with and abide by the professional ethics of related industries in the process of participating in project design or construction management, and can skillfully use various norms and regulations in the process of participating in the design or production of specific projects.
We can put forward solutions to specific technical problems and organize their implementation, so as to fully grasp the whole process of project operation. Therefore, the requirements for teachers are not just a few certificates in form.
You can not only engage in teaching and scientific research activities, but also engage in professional practice activities, and you can integrate professional knowledge and attitude into education and teaching.