The Research On The Construction Of "Double Type" Teachers Team In Independent Colleges

The independent college emerged at the end of the 20th century and has a history of nearly 20 years.According to the statistics of the Ministry of Education in 2018,there are 265 independent colleges in our country,and the number of students in independent college accounts for more than 20%of the total number of undergraduate students in ordinary universities.Nowadays,as an important member of the continuous development of higher education in China,the independent college is positioned as a teaching-oriented college,mainly applying applied undergraduate education,with the goal of cultivating applied talents.The quality of teaching determines the quality of the students that are cultivated.High-quality education is inseparable from the support of high-level teachers?Therefore,for an independent college,whether it is possible to cultivate a group of high-quality,high-capacity technical students that meet the needs of social development,the key is to have a high-level "double-type" teacher team.Therefore,in the construction and development of the independent college teachers,how to continuously improve the quality of the "double-type" teachers and cultivate a group of "double-type" teachers who have both solid theoretical knowledge and excellent professional technical skills.It has become an urgent problem to be solved in the long-term development of the independent college.In this environment and personal interests,the author adopts comparative research method,questionnaire survey method,case analysis method and other methods,selecting the "double-type" teacher team of a certain independent college as the research object.In the analysis of the status quo of the "double-type" teacher team,it is found that there are some problems in the construction of the "double-type" teacher team.For example,the"double-type" teacher structure is irrational,and the "double-type" teacher training efficiency isn't high,the college appraisal system is unscientific,and the incentive system for "double-type" teachers is not perfect.At the same time,according to introduce the characteristics and experience of applied-oriented teacher training in the foreigner countries,such as Germany,Japan and Britain,taking the essence and experience of the application-oriented teacher training,and try to learn the successful measures.Finally,by studying the experience of foreign achievements,taking the motivation-hygiene theory,the hierarchy needs theory,and the lifelong learning theory as the theoretical support,this paper puts forward four policy recommendations:First,improve the admission system of the "double-type" teacher team,and formulate a appropriate selection criteria;the second is to plan the "double-type" teacher training mechanism in rationally,deepen the school-enterprise cooperation,and improve the "double-type" teacher training efficiency;the third i5 to reform the "double-type" teacher evaluation system,set the scientifie assessment contents.The fourth is to establish the "double-type" teacher incentive system and improve the teacher's self-professional development mechanism.Only when the government,colleges,teachers,and enterprises work together can we build a successful"double-type" teacher team.