草莓视频在线下载

　　教師〔2019〕6號

各省、自治(zhi)區(qu)、直(zhi)轄市教(jiao)育(yu)廳(ting)（教(jiao)委(wei)）、發展(zhan)改(gai)革委(wei)、財政廳(ting)（局）、人(ren)力資(zi)源社會(hui)保障廳(ting)（局），新疆生產(chan)建設兵團教(jiao)育(yu)局、發展(zhan)改(gai)革委(wei)、財政局、人(ren)力資(zi)源社會(hui)保障局:

　　現將(jiang)《深化新時代職業教(jiao)育“雙師型”教(jiao)師隊伍(wu)建設改革(ge)實(shi)施方案(an)》印發給你們，請結(jie)合實(shi)際認真(zhen)貫(guan)徹執行。

　　教(jiao)育部 國(guo)家發展改革(ge)委

　　財政部(bu) 人(ren)力資源社會保障部(bu)

　　2019年8月30日

　　深化新時代職業教育“雙師型”教師隊伍建設改革實施方案

　　教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)隊(dui)(dui)(dui)(dui)伍(wu)(wu)是(shi)發展職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)第一(yi)資源，是(shi)支撐(cheng)新(xin)時(shi)(shi)代(dai)國家(jia)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)改(gai)(gai)(gai)革的(de)(de)關鍵力(li)量(liang)。建(jian)(jian)設(she)(she)高素質“雙(shuang)師(shi)(shi)(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)隊(dui)(dui)(dui)(dui)伍(wu)(wu)（含(han)技工(gong)院校“一(yi)體(ti)化(hua)”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)，下同(tong)）是(shi)加快推(tui)進職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)現代(dai)化(hua)的(de)(de)基礎(chu)性(xing)工(gong)作。改(gai)(gai)(gai)革開放以來特別(bie)是(shi)黨的(de)(de)十八大(da)以來，職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)培養(yang)(yang)培訓體(ti)系基本建(jian)(jian)成，教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)管(guan)(guan)理(li)制(zhi)度逐步健全，教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)地位待遇穩步提高，教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)素質能力(li)顯著(zhu)提升(sheng)，為(wei)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)改(gai)(gai)(gai)革發展提供了有力(li)的(de)(de)人(ren)才保障和智力(li)支撐(cheng)。但是(shi)，與新(xin)時(shi)(shi)代(dai)國家(jia)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)改(gai)(gai)(gai)革的(de)(de)新(xin)要求相(xiang)比，職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)隊(dui)(dui)(dui)(dui)伍(wu)(wu)還(huan)存在著(zhu)數量(liang)不足(zu)、來源單一(yi)、校企(qi)雙(shuang)向流動不暢、結構性(xing)矛(mao)盾突出、管(guan)(guan)理(li)體(ti)制(zhi)機制(zhi)不靈活、專(zhuan)業(ye)(ye)(ye)化(hua)水平偏低的(de)(de)問題，尤其是(shi)同(tong)時(shi)(shi)具備理(li)論教(jiao)(jiao)(jiao)(jiao)(jiao)學和實(shi)踐教(jiao)(jiao)(jiao)(jiao)(jiao)學能力(li)的(de)(de)“雙(shuang)師(shi)(shi)(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)和教(jiao)(jiao)(jiao)(jiao)(jiao)學團隊(dui)(dui)(dui)(dui)短(duan)缺，已成為(wei)制(zhi)約職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)改(gai)(gai)(gai)革發展的(de)(de)瓶頸。為(wei)貫徹落實(shi)《中(zhong)共中(zhong)央 國務院關于全面(mian)深化(hua)新(xin)時(shi)(shi)代(dai)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)隊(dui)(dui)(dui)(dui)伍(wu)(wu)建(jian)(jian)設(she)(she)改(gai)(gai)(gai)革的(de)(de)意見》和《國家(jia)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)改(gai)(gai)(gai)革實(shi)施(shi)方案》，深化(hua)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)院校教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)隊(dui)(dui)(dui)(dui)伍(wu)(wu)建(jian)(jian)設(she)(she)改(gai)(gai)(gai)革，培養(yang)(yang)造就(jiu)高素質“雙(shuang)師(shi)(shi)(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)隊(dui)(dui)(dui)(dui)伍(wu)(wu)，特制(zhi)定《深化(hua)新(xin)時(shi)(shi)代(dai)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)“雙(shuang)師(shi)(shi)(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)隊(dui)(dui)(dui)(dui)伍(wu)(wu)建(jian)(jian)設(she)(she)改(gai)(gai)(gai)革實(shi)施(shi)方案》。

　　總(zong)體要求與(yu)目標(biao)：堅(jian)持以習(xi)近(jin)平新(xin)時代(dai)中國特色(se)社會主義思想為(wei)指導，貫徹落實習(xi)近(jin)平總(zong)書記關于(yu)教(jiao)育(yu)工作(zuo)的重要論述(shu)，把教(jiao)師(shi)隊伍(wu)建(jian)設作(zuo)為(wei)基礎性工作(zuo)來抓，支(zhi)撐職(zhi)(zhi)業教(jiao)育(yu)改革發(fa)展，落實立德樹(shu)人(ren)根本任務(wu)，加強(qiang)師(shi)德師(shi)風建(jian)設，突出“雙(shuang)師(shi)型(xing)”教(jiao)師(shi)個體成長(chang)和(he)“雙(shuang)師(shi)型(xing)”教(jiao)學團隊建(jian)設相(xiang)結合，提(ti)高(gao)教(jiao)師(shi)教(jiao)育(yu)教(jiao)學能(neng)力和(he)專業實踐能(neng)力，優化(hua)專兼職(zhi)(zhi)教(jiao)師(shi)隊伍(wu)結構(gou)，大力提(ti)升職(zhi)(zhi)業院(yuan)校“雙(shuang)師(shi)型(xing)”教(jiao)師(shi)隊伍(wu)建(jian)設水平，為(wei)實現我(wo)國職(zhi)(zhi)業教(jiao)育(yu)現代(dai)化(hua)、培(pei)養(yang)大批高(gao)素質技術技能(neng)人(ren)才提(ti)供(gong)有力的師(shi)資保障。

　　經過5—10年(nian)時間，構建政府(fu)統(tong)籌管(guan)理、行業(ye)企(qi)業(ye)和(he)院校(xiao)深度融合(he)的教(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)隊伍建設(she)機制，健全中等和(he)高(gao)等職(zhi)業(ye)教(jiao)(jiao)育(yu)教(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)培養培訓體系，打(da)通校(xiao)企(qi)人員雙(shuang)向流(liu)動渠(qu)道，“雙(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)型”教(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)和(he)教(jiao)(jiao)學團隊數量充足，雙(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)結(jie)構明顯改(gai)善。建立具有鮮明特色(se)的“雙(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)型”教(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)資格準入、聘用考核制度，教(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)職(zhi)業(ye)發展通道暢通，待遇(yu)和(he)保障機制更加完善，職(zhi)業(ye)教(jiao)(jiao)育(yu)教(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)吸引力(li)明顯增強，基本(ben)建成一支(zhi)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)德高(gao)尚、技藝精湛、專兼(jian)結(jie)合(he)、充滿活力(li)的高(gao)素(su)質“雙(shuang)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)型”教(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)(shi)(shi)隊伍。

　　具體目標(biao)：到2022年(nian)，職業(ye)(ye)院校(xiao)(xiao)“雙師型(xing)”教(jiao)(jiao)(jiao)師占(zhan)專業(ye)(ye)課教(jiao)(jiao)(jiao)師的(de)(de)(de)比例超過一半(ban)，建(jian)設100家(jia)(jia)校(xiao)(xiao)企(qi)合作(zuo)的(de)(de)(de)“雙師型(xing)”教(jiao)(jiao)(jiao)師培(pei)養(yang)(yang)培(pei)訓基(ji)地(di)和(he)100個(ge)國(guo)家(jia)(jia)級企(qi)業(ye)(ye)實(shi)(shi)踐基(ji)地(di)，選派一大批專業(ye)(ye)帶(dai)頭人(ren)和(he)骨(gu)干教(jiao)(jiao)(jiao)師出國(guo)研(yan)修(xiu)訪學(xue)(xue)，建(jian)成360個(ge)國(guo)家(jia)(jia)級職業(ye)(ye)教(jiao)(jiao)(jiao)育教(jiao)(jiao)(jiao)師教(jiao)(jiao)(jiao)學(xue)(xue)創(chuang)新團隊(dui)，教(jiao)(jiao)(jiao)師按照國(guo)家(jia)(jia)職業(ye)(ye)標(biao)準(zhun)和(he)教(jiao)(jiao)(jiao)學(xue)(xue)標(biao)準(zhun)開展教(jiao)(jiao)(jiao)學(xue)(xue)、培(pei)訓和(he)評價的(de)(de)(de)能(neng)(neng)力(li)全面提(ti)(ti)升(sheng)，教(jiao)(jiao)(jiao)師分工(gong)協作(zuo)進行(xing)模塊(kuai)化教(jiao)(jiao)(jiao)學(xue)(xue)的(de)(de)(de)模式全面實(shi)(shi)施(shi)，有力(li)保(bao)障1+X證書(shu)制度試點工(gong)作(zuo)，輻射帶(dai)動各地(di)各校(xiao)(xiao)“雙師型(xing)”教(jiao)(jiao)(jiao)師隊(dui)伍建(jian)設，為全面提(ti)(ti)高(gao)復合型(xing)技術(shu)技能(neng)(neng)人(ren)才培(pei)養(yang)(yang)質量提(ti)(ti)供強有力(li)的(de)(de)(de)師資支撐。

　　一、建設分層分類的教師專業標準體系

　　教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)標(biao)準(zhun)(zhun)是對教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)素養(yang)的基(ji)本要求。沒有標(biao)準(zhun)(zhun)就沒有質量。適應以智(zhi)能制(zhi)(zhi)造技術為核心的產(chan)業(ye)(ye)(ye)轉型升級需要，促進教(jiao)(jiao)(jiao)(jiao)育鏈(lian)、人(ren)才鏈(lian)與產(chan)業(ye)(ye)(ye)鏈(lian)、創新鏈(lian)有效銜(xian)接。建立中等(deng)和高等(deng)職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育層次分(fen)明，覆蓋公共(gong)課、專(zhuan)業(ye)(ye)(ye)課、實踐課等(deng)各類課程(cheng)的教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)專(zhuan)業(ye)(ye)(ye)標(biao)準(zhun)(zhun)體系。修訂(ding)《中等(deng)職(zhi)(zhi)業(ye)(ye)(ye)學(xue)校教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)專(zhuan)業(ye)(ye)(ye)標(biao)準(zhun)(zhun)（試行）》和《中等(deng)職(zhi)(zhi)業(ye)(ye)(ye)學(xue)校校長專(zhuan)業(ye)(ye)(ye)標(biao)準(zhun)(zhun)》，研(yan)制(zhi)(zhi)高等(deng)職(zhi)(zhi)業(ye)(ye)(ye)學(xue)校、應用型本科高校的教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)專(zhuan)業(ye)(ye)(ye)標(biao)準(zhun)(zhun)。通過健全(quan)標(biao)準(zhun)(zhun)體系，規范教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)培養(yang)培訓、資(zi)格準(zhun)(zhun)入、招(zhao)聘(pin)聘(pin)用、職(zhi)(zhi)稱評(ping)聘(pin)、考核評(ping)價(jia)、薪酬分(fen)配等(deng)環節，推動教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)聘(pin)用管理過程(cheng)科學(xue)化(hua)(hua)。引進第三方職(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)資(zi)質量評(ping)價(jia)機構(gou)，不斷完(wan)善職(zhi)(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)評(ping)價(jia)標(biao)準(zhun)(zhun)體系，提高教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)隊伍專(zhuan)業(ye)(ye)(ye)化(hua)(hua)水平。

　　二、推進以雙師素質為導向的新教師準入制度改革

　　完善職(zhi)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)育(yu)教(jiao)(jiao)(jiao)師(shi)(shi)資(zi)(zi)格(ge)考試制度，在國家(jia)教(jiao)(jiao)(jiao)師(shi)(shi)資(zi)(zi)格(ge)考試中，強化(hua)專(zhuan)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)學和實踐(jian)(jian)要求(qiu)，按照專(zhuan)業(ye)(ye)(ye)大類（類）制定考試大綱、建設試題庫(ku)、開(kai)展(zhan)筆試和結構(gou)化(hua)面試。建立(li)高(gao)層次、高(gao)技(ji)能(neng)(neng)人(ren)(ren)才以(yi)(yi)直接考察方式公(gong)開(kai)招(zhao)聘的(de)(de)機(ji)制。加(jia)大職(zhi)業(ye)(ye)(ye)院校選(xuan)人(ren)(ren)用人(ren)(ren)自主權。聚焦(jiao)專(zhuan)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)師(shi)(shi)雙(shuang)師(shi)(shi)素質(zhi)構(gou)成(cheng)，強化(hua)新教(jiao)(jiao)(jiao)師(shi)(shi)入(ru)職(zhi)教(jiao)(jiao)(jiao)育(yu)，結合新教(jiao)(jiao)(jiao)師(shi)(shi)實際情況(kuang)，探(tan)索建立(li)新教(jiao)(jiao)(jiao)師(shi)(shi)為期(qi)1年(nian)的(de)(de)教(jiao)(jiao)(jiao)育(yu)見(jian)習(xi)與(yu)為期(qi)3年(nian)的(de)(de)企(qi)(qi)業(ye)(ye)(ye)實踐(jian)(jian)制度，嚴格(ge)見(jian)習(xi)期(qi)考核與(yu)選(xuan)留環節。自2019年(nian)起，除持有(you)相關領域職(zhi)業(ye)(ye)(ye)技(ji)能(neng)(neng)等級證(zheng)書的(de)(de)畢業(ye)(ye)(ye)生(sheng)外(wai)，職(zhi)業(ye)(ye)(ye)院校、應(ying)用型(xing)本(ben)科高(gao)校相關專(zhuan)業(ye)(ye)(ye)教(jiao)(jiao)(jiao)師(shi)(shi)原則(ze)上從具有(you)3年(nian)以(yi)(yi)上企(qi)(qi)業(ye)(ye)(ye)工作經歷(li)(li)并具有(you)高(gao)職(zhi)以(yi)(yi)上學歷(li)(li)的(de)(de)人(ren)(ren)員(yuan)中公(gong)開(kai)招(zhao)聘；自2020年(nian)起，除“雙(shuang)師(shi)(shi)型(xing)”職(zhi)業(ye)(ye)(ye)技(ji)術(shu)師(shi)(shi)范專(zhuan)業(ye)(ye)(ye)畢業(ye)(ye)(ye)生(sheng)外(wai)，基本(ben)不再從未(wei)具備(bei)3年(nian)以(yi)(yi)上行(xing)業(ye)(ye)(ye)企(qi)(qi)業(ye)(ye)(ye)工作經歷(li)(li)的(de)(de)應(ying)屆畢業(ye)(ye)(ye)生(sheng)中招(zhao)聘，特殊高(gao)技(ji)能(neng)(neng)人(ren)(ren)才（含(han)具有(you)高(gao)級工以(yi)(yi)上職(zhi)業(ye)(ye)(ye)資(zi)(zi)格(ge)或職(zhi)業(ye)(ye)(ye)技(ji)能(neng)(neng)等級人(ren)(ren)員(yuan)）可(ke)適(shi)當(dang)放寬學歷(li)(li)要求(qiu)。

　　三、構建以職業技術師范院校為主體、產教融合的多元培養培訓格局

　　優化結(jie)構(gou)布局，加強(qiang)(qiang)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)技(ji)術(shu)(shu)(shu)師(shi)(shi)(shi)范(fan)(fan)院(yuan)(yuan)校(xiao)(xiao)(xiao)(xiao)和高(gao)(gao)校(xiao)(xiao)(xiao)(xiao)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)技(ji)術(shu)(shu)(shu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)（師(shi)(shi)(shi)范(fan)(fan)）學(xue)(xue)(xue)(xue)院(yuan)(yuan)建(jian)(jian)設(she)，支(zhi)(zhi)持高(gao)(gao)水平工科大學(xue)(xue)(xue)(xue)舉辦(ban)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)技(ji)術(shu)(shu)(shu)師(shi)(shi)(shi)范(fan)(fan)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)，開(kai)展在(zai)職(zhi)(zhi)(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)的雙(shuang)師(shi)(shi)(shi)素質(zhi)培(pei)(pei)(pei)訓進(jin)修(xiu)。實(shi)施(shi)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)技(ji)術(shu)(shu)(shu)師(shi)(shi)(shi)范(fan)(fan)類專業(ye)(ye)(ye)(ye)(ye)認證。建(jian)(jian)設(she)100家(jia)校(xiao)(xiao)(xiao)(xiao)企(qi)(qi)合(he)(he)作的“雙(shuang)師(shi)(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)培(pei)(pei)(pei)養(yang)培(pei)(pei)(pei)訓基地(di)和100個國家(jia)級企(qi)(qi)業(ye)(ye)(ye)(ye)(ye)實(shi)踐基地(di)，明確資質(zhi)條件、建(jian)(jian)設(she)任務、支(zhi)(zhi)持重點(dian)、成(cheng)果評(ping)價。校(xiao)(xiao)(xiao)(xiao)企(qi)(qi)共(gong)建(jian)(jian)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)技(ji)術(shu)(shu)(shu)師(shi)(shi)(shi)范(fan)(fan)專業(ye)(ye)(ye)(ye)(ye)能力實(shi)訓中心，辦(ban)好(hao)一(yi)批一(yi)流(liu)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)技(ji)術(shu)(shu)(shu)師(shi)(shi)(shi)范(fan)(fan)院(yuan)(yuan)校(xiao)(xiao)(xiao)(xiao)和一(yi)流(liu)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)技(ji)術(shu)(shu)(shu)師(shi)(shi)(shi)范(fan)(fan)專業(ye)(ye)(ye)(ye)(ye)。健全普(pu)通高(gao)(gao)等學(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)(xiao)與地(di)方政府、職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)院(yuan)(yuan)校(xiao)(xiao)(xiao)(xiao)、行業(ye)(ye)(ye)(ye)(ye)企(qi)(qi)業(ye)(ye)(ye)(ye)(ye)聯(lian)合(he)(he)培(pei)(pei)(pei)養(yang)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)機(ji)制，發揮(hui)行業(ye)(ye)(ye)(ye)(ye)企(qi)(qi)業(ye)(ye)(ye)(ye)(ye)在(zai)培(pei)(pei)(pei)養(yang)“雙(shuang)師(shi)(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)中的重要作用。鼓勵高(gao)(gao)校(xiao)(xiao)(xiao)(xiao)以職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)院(yuan)(yuan)校(xiao)(xiao)(xiao)(xiao)畢(bi)業(ye)(ye)(ye)(ye)(ye)生(sheng)(sheng)和企(qi)(qi)業(ye)(ye)(ye)(ye)(ye)技(ji)術(shu)(shu)(shu)人員為重點(dian)培(pei)(pei)(pei)養(yang)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)，完善師(shi)(shi)(shi)范(fan)(fan)生(sheng)(sheng)公費(fei)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)、師(shi)(shi)(shi)范(fan)(fan)院(yuan)(yuan)校(xiao)(xiao)(xiao)(xiao)接收職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)院(yuan)(yuan)校(xiao)(xiao)(xiao)(xiao)畢(bi)業(ye)(ye)(ye)(ye)(ye)生(sheng)(sheng)培(pei)(pei)(pei)養(yang)、企(qi)(qi)業(ye)(ye)(ye)(ye)(ye)技(ji)術(shu)(shu)(shu)人員學(xue)(xue)(xue)(xue)歷(li)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)等多種培(pei)(pei)(pei)養(yang)形(xing)式。加強(qiang)(qiang)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)學(xue)(xue)(xue)(xue)科教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)論師(shi)(shi)(shi)資隊伍建(jian)(jian)設(she)。支(zhi)(zhi)持高(gao)(gao)校(xiao)(xiao)(xiao)(xiao)擴(kuo)大職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)技(ji)術(shu)(shu)(shu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)領(ling)域教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)碩士專業(ye)(ye)(ye)(ye)(ye)學(xue)(xue)(xue)(xue)位研(yan)究生(sheng)(sheng)招生(sheng)(sheng)規模，探索本科與碩士教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)階段整體(ti)設(she)計、分段考核、有機(ji)銜接的人才培(pei)(pei)(pei)養(yang)模式，推進(jin)職(zhi)(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)技(ji)術(shu)(shu)(shu)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)領(ling)域博士研(yan)究生(sheng)(sheng)培(pei)(pei)(pei)養(yang)，推動(dong)高(gao)(gao)校(xiao)(xiao)(xiao)(xiao)聯(lian)合(he)(he)行業(ye)(ye)(ye)(ye)(ye)企(qi)(qi)業(ye)(ye)(ye)(ye)(ye)培(pei)(pei)(pei)養(yang)高(gao)(gao)層次“雙(shuang)師(shi)(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)。

　　四、完善“固定崗+流動崗”的教師資源配置新機制

　　在現(xian)有(you)編(bian)制總(zong)量(liang)內，盤(pan)活編(bian)制存量(liang)，優(you)(you)化(hua)編(bian)制結(jie)(jie)(jie)構，向“雙(shuang)師(shi)(shi)型”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)隊(dui)伍傾斜。推進(jin)地方研究制定職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)院校(xiao)人員配(pei)備規(gui)(gui)范，促進(jin)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)規(gui)(gui)模、質量(liang)、結(jie)(jie)(jie)構適應職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育改革發(fa)展(zhan)(zhan)需要。根據(ju)職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)院校(xiao)、應用型本科高(gao)校(xiao)及其專業(ye)(ye)(ye)(ye)特點(dian)，優(you)(you)化(hua)崗(gang)位(wei)設置(zhi)結(jie)(jie)(jie)構，適當(dang)提高(gao)中、高(gao)級崗(gang)位(wei)設置(zhi)比(bi)(bi)例。優(you)(you)化(hua)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)崗(gang)位(wei)分類，落(luo)實教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)從教(jiao)(jiao)(jiao)(jiao)(jiao)專業(ye)(ye)(ye)(ye)大(da)類（類）和具體(ti)專業(ye)(ye)(ye)(ye)歸屬，明確教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)發(fa)展(zhan)(zhan)定位(wei)。建(jian)立健全職(zhi)(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)院校(xiao)自主聘任兼(jian)(jian)職(zhi)(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)的辦法。設置(zhi)一(yi)(yi)定比(bi)(bi)例的特聘崗(gang)位(wei)，暢(chang)通(tong)高(gao)層次技術技能人才兼(jian)(jian)職(zhi)(zhi)(zhi)(zhi)從教(jiao)(jiao)(jiao)(jiao)(jiao)渠道，規(gui)(gui)范兼(jian)(jian)職(zhi)(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)管理。實施現(xian)代產業(ye)(ye)(ye)(ye)導師(shi)(shi)特聘崗(gang)位(wei)計劃，建(jian)設標準統一(yi)(yi)、序列完整、專兼(jian)(jian)結(jie)(jie)(jie)合的實踐(jian)導師(shi)(shi)隊(dui)伍，推動(dong)形(xing)成“固定崗(gang)+流動(dong)崗(gang)”、雙(shuang)師(shi)(shi)結(jie)(jie)(jie)構與雙(shuang)師(shi)(shi)素(su)質兼(jian)(jian)顧的專業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)學團隊(dui)。

　　五、建設“國家工匠之師”引領的高層次人才隊伍

　　實施職業(ye)(ye)院校教(jiao)(jiao)師(shi)(shi)(shi)素質提高計(ji)劃，分級(ji)打造(zao)師(shi)(shi)(shi)德高尚(shang)、技藝精湛、育(yu)人(ren)水平(ping)高超的(de)(de)教(jiao)(jiao)學(xue)名(ming)師(shi)(shi)(shi)、專(zhuan)業(ye)(ye)帶(dai)頭人(ren)、青(qing)年骨干教(jiao)(jiao)師(shi)(shi)(shi)等(deng)(deng)高層次人(ren)才隊伍。通(tong)過跟崗訪學(xue)、頂崗實踐等(deng)(deng)方式，重(zhong)點培訓數以萬計(ji)的(de)(de)青(qing)年骨干教(jiao)(jiao)師(shi)(shi)(shi)。加(jia)強(qiang)專(zhuan)業(ye)(ye)帶(dai)頭人(ren)領(ling)軍(jun)能力(li)培養，為職業(ye)(ye)院校教(jiao)(jiao)師(shi)(shi)(shi)教(jiao)(jiao)學(xue)創新團隊培育(yu)一大批首席專(zhuan)家。建立國(guo)(guo)家杰(jie)出職業(ye)(ye)教(jiao)(jiao)育(yu)專(zhuan)家庫(ku)及其(qi)聯系機制。建設 1000 個(ge)國(guo)(guo)家級(ji)“雙師(shi)(shi)(shi)型”名(ming)師(shi)(shi)(shi)工(gong)作室(shi)和(he)1000 個(ge)國(guo)(guo)家級(ji)教(jiao)(jiao)師(shi)(shi)(shi)技藝技能傳承創新平(ping)臺(tai)。面(mian)向(xiang)戰略性新興產業(ye)(ye)和(he)先進制造(zao)業(ye)(ye)人(ren)才需要，打造(zao)一批覆蓋重(zhong)點專(zhuan)業(ye)(ye)領(ling)域(yu)的(de)(de)“國(guo)(guo)家工(gong)匠之師(shi)(shi)(shi)”。在國(guo)(guo)家級(ji)教(jiao)(jiao)學(xue)成(cheng)果獎、教(jiao)(jiao)學(xue)名(ming)師(shi)(shi)(shi)等(deng)(deng)評選表(biao)彰(zhang)中(zhong)，向(xiang)“雙師(shi)(shi)(shi)型”教(jiao)(jiao)師(shi)(shi)(shi)傾斜(xie)。

　　六、創建高水平結構化教師教學創新團隊

　　2019—2021年(nian)，服務職(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)高質(zhi)(zhi)量(liang)發(fa)展和1+X證(zheng)書制(zhi)(zhi)度(du)改革需(xu)要，面向(xiang)中等職(zhi)業(ye)(ye)學(xue)(xue)校(xiao)、高等職(zhi)業(ye)(ye)學(xue)(xue)校(xiao)和應用型本科高校(xiao)，聚焦戰略性(xing)重點產業(ye)(ye)領域(yu)和民生緊缺領域(yu)專業(ye)(ye)，分(fen)年(nian)度(du)、分(fen)批(pi)次、分(fen)專業(ye)(ye)遴選建設(she)360個國家級(ji)職(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)教(jiao)(jiao)師教(jiao)(jiao)學(xue)(xue)創(chuang)新(xin)(xin)團(tuan)(tuan)隊(dui)(dui)(dui)(dui)，全(quan)面提升教(jiao)(jiao)師開(kai)展教(jiao)(jiao)學(xue)(xue)、培(pei)訓和評價的(de)能力(li)以及團(tuan)(tuan)隊(dui)(dui)(dui)(dui)協作能力(li)，為提高復合(he)(he)型技術技能人(ren)才(cai)培(pei)養培(pei)訓質(zhi)(zhi)量(liang)提供強有力(li)的(de)師資保證(zheng)。優化(hua)結構，統籌利用現有資源，實(shi)(shi)施(shi)職(zhi)業(ye)(ye)院(yuan)校(xiao)教(jiao)(jiao)師教(jiao)(jiao)學(xue)(xue)創(chuang)新(xin)(xin)團(tuan)(tuan)隊(dui)(dui)(dui)(dui)境外培(pei)訓計(ji)劃，組織(zhi)教(jiao)(jiao)學(xue)(xue)創(chuang)新(xin)(xin)團(tuan)(tuan)隊(dui)(dui)(dui)(dui)骨干教(jiao)(jiao)師分(fen)批(pi)次、成建制(zhi)(zhi)赴德(de)國等國家研(yan)修訪學(xue)(xue)，學(xue)(xue)習(xi)國際“雙元制(zhi)(zhi)”職(zhi)業(ye)(ye)教(jiao)(jiao)育(yu)先進經驗，每年(nian)選派1000人(ren)，經過3—5年(nian)的(de)連(lian)續培(pei)養，打造高素質(zhi)(zhi)“雙師型”教(jiao)(jiao)師教(jiao)(jiao)學(xue)(xue)創(chuang)新(xin)(xin)團(tuan)(tuan)隊(dui)(dui)(dui)(dui)。各地各校(xiao)對接本區域(yu)重點專業(ye)(ye)集群，促進教(jiao)(jiao)學(xue)(xue)過程、教(jiao)(jiao)學(xue)(xue)內(nei)容(rong)、教(jiao)(jiao)學(xue)(xue)模(mo)式改革創(chuang)新(xin)(xin)，實(shi)(shi)施(shi)團(tuan)(tuan)隊(dui)(dui)(dui)(dui)合(he)(he)作的(de)教(jiao)(jiao)學(xue)(xue)組織(zhi)新(xin)(xin)方式、行動導(dao)向(xiang)的(de)模(mo)塊化(hua)教(jiao)(jiao)學(xue)(xue)新(xin)(xin)模(mo)式，建設(she)省級(ji)、校(xiao)級(ji)教(jiao)(jiao)師教(jiao)(jiao)學(xue)(xue)創(chuang)新(xin)(xin)團(tuan)(tuan)隊(dui)(dui)(dui)(dui)。

　　七、聚焦1+X證書制度開展教師全員培訓

　　全(quan)面(mian)落實(shi)(shi)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)5年一周(zhou)期的(de)全(quan)員輪訓(xun)(xun)制(zhi)(zhi)度(du)(du)，對接(jie)1+X證(zheng)(zheng)(zheng)書(shu)制(zhi)(zhi)度(du)(du)試點(dian)(dian)和職(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)育(yu)教(jiao)(jiao)(jiao)學(xue)改革需求(qiu)，探索適應職(zhi)(zhi)業(ye)技(ji)能(neng)培(pei)(pei)(pei)訓(xun)(xun)要求(qiu)的(de)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)分(fen)級培(pei)(pei)(pei)訓(xun)(xun)模(mo)式，培(pei)(pei)(pei)育(yu)一批具備職(zhi)(zhi)業(ye)技(ji)能(neng)等級證(zheng)(zheng)(zheng)書(shu)培(pei)(pei)(pei)訓(xun)(xun)能(neng)力(li)的(de)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)。把國(guo)家(jia)職(zhi)(zhi)業(ye)標準、國(guo)家(jia)教(jiao)(jiao)(jiao)學(xue)標準、1+X證(zheng)(zheng)(zheng)書(shu)制(zhi)(zhi)度(du)(du)和相(xiang)關標準等納入教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)培(pei)(pei)(pei)訓(xun)(xun)的(de)必(bi)修模(mo)塊(kuai)。發(fa)揮教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)教(jiao)(jiao)(jiao)學(xue)創(chuang)(chuang)新團(tuan)隊(dui)(dui)在實(shi)(shi)施1+X證(zheng)(zheng)(zheng)書(shu)制(zhi)(zhi)度(du)(du)試點(dian)(dian)中的(de)示(shi)范引領作用(yong)。全(quan)面(mian)提升教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)信息化(hua)教(jiao)(jiao)(jiao)學(xue)能(neng)力(li)，促進信息技(ji)術(shu)與教(jiao)(jiao)(jiao)育(yu)教(jiao)(jiao)(jiao)學(xue)融合創(chuang)(chuang)新發(fa)展(zhan)。健(jian)全(quan)完(wan)善職(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)育(yu)師(shi)(shi)(shi)(shi)資培(pei)(pei)(pei)養(yang)培(pei)(pei)(pei)訓(xun)(xun)體系，推進“雙(shuang)師(shi)(shi)(shi)(shi)型(xing)(xing)”教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)培(pei)(pei)(pei)養(yang)培(pei)(pei)(pei)訓(xun)(xun)基地在教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)培(pei)(pei)(pei)養(yang)培(pei)(pei)(pei)訓(xun)(xun)、團(tuan)隊(dui)(dui)建設、科研教(jiao)(jiao)(jiao)研、資源開發(fa)等方面(mian)提供支撐和服務(wu)。支持高水平學(xue)校和大中型(xing)(xing)企(qi)業(ye)共建“雙(shuang)師(shi)(shi)(shi)(shi)型(xing)(xing)”培(pei)(pei)(pei)訓(xun)(xun)者隊(dui)(dui)伍，認定300個“雙(shuang)師(shi)(shi)(shi)(shi)型(xing)(xing)”教(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)培(pei)(pei)(pei)養(yang)培(pei)(pei)(pei)訓(xun)(xun)示(shi)范單位。

　　八、建立校企人員雙向交流協作共同體

　　加大(da)(da)政府統籌，依托職(zhi)教(jiao)(jiao)園區、職(zhi)教(jiao)(jiao)集團(tuan)、產教(jiao)(jiao)融(rong)合型(xing)企(qi)(qi)(qi)(qi)業(ye)(ye)(ye)(ye)等建立校(xiao)(xiao)(xiao)企(qi)(qi)(qi)(qi)人(ren)(ren)員(yuan)雙(shuang)(shuang)向交流協作(zuo)共同(tong)體。建立校(xiao)(xiao)(xiao)企(qi)(qi)(qi)(qi)人(ren)(ren)員(yuan)雙(shuang)(shuang)向流動(dong)相互(hu)兼職(zhi)常態運行機(ji)制。發(fa)揮央企(qi)(qi)(qi)(qi)、國企(qi)(qi)(qi)(qi)、大(da)(da)型(xing)民(min)企(qi)(qi)(qi)(qi)的示范帶頭作(zuo)用，在企(qi)(qi)(qi)(qi)業(ye)(ye)(ye)(ye)設置(zhi)訪問(wen)工(gong)程(cheng)師(shi)(shi)(shi)(shi)、教(jiao)(jiao)師(shi)(shi)(shi)(shi)企(qi)(qi)(qi)(qi)業(ye)(ye)(ye)(ye)實(shi)踐(jian)(jian)(jian)流動(dong)站、技(ji)能(neng)大(da)(da)師(shi)(shi)(shi)(shi)工(gong)作(zuo)室。在標準要求、崗位(wei)設置(zhi)、遴選聘(pin)任(ren)、專業(ye)(ye)(ye)(ye)發(fa)展、考核管理等方面綜合施策，健全高技(ji)能(neng)人(ren)(ren)才(cai)到(dao)職(zhi)業(ye)(ye)(ye)(ye)學校(xiao)(xiao)(xiao)從教(jiao)(jiao)制度(du)，聘(pin)請一(yi)大(da)(da)批(pi)企(qi)(qi)(qi)(qi)事業(ye)(ye)(ye)(ye)單位(wei)高技(ji)能(neng)人(ren)(ren)才(cai)、能(neng)工(gong)巧匠、非物質文化遺產傳承人(ren)(ren)等到(dao)學校(xiao)(xiao)(xiao)兼職(zhi)任(ren)教(jiao)(jiao)。鼓勵校(xiao)(xiao)(xiao)企(qi)(qi)(qi)(qi)共建教(jiao)(jiao)師(shi)(shi)(shi)(shi)發(fa)展中(zhong)心，在教(jiao)(jiao)師(shi)(shi)(shi)(shi)和員(yuan)工(gong)培訓、課程(cheng)開(kai)發(fa)、實(shi)踐(jian)(jian)(jian)教(jiao)(jiao)學、技(ji)術成(cheng)果轉化等方面開(kai)展深度(du)合作(zuo)，推動(dong)教(jiao)(jiao)師(shi)(shi)(shi)(shi)立足行業(ye)(ye)(ye)(ye)企(qi)(qi)(qi)(qi)業(ye)(ye)(ye)(ye)，開(kai)展科學研究，服務企(qi)(qi)(qi)(qi)業(ye)(ye)(ye)(ye)技(ji)術升級和產品研發(fa)。完善教(jiao)(jiao)師(shi)(shi)(shi)(shi)定期到(dao)企(qi)(qi)(qi)(qi)業(ye)(ye)(ye)(ye)實(shi)踐(jian)(jian)(jian)制度(du)，推進職(zhi)業(ye)(ye)(ye)(ye)院校(xiao)(xiao)(xiao)、應用型(xing)本(ben)科高校(xiao)(xiao)(xiao)專業(ye)(ye)(ye)(ye)課教(jiao)(jiao)師(shi)(shi)(shi)(shi)每年至少累計(ji)1個月以多種形式(shi)參與企(qi)(qi)(qi)(qi)業(ye)(ye)(ye)(ye)實(shi)踐(jian)(jian)(jian)或實(shi)訓基地(di)實(shi)訓。聯合行業(ye)(ye)(ye)(ye)組織，遴選、建設教(jiao)(jiao)師(shi)(shi)(shi)(shi)企(qi)(qi)(qi)(qi)業(ye)(ye)(ye)(ye)實(shi)踐(jian)(jian)(jian)基地(di)和兼職(zhi)教(jiao)(jiao)師(shi)(shi)(shi)(shi)資源庫。

　　九、深化突出“雙師型”導向的教師考核評價改革

　　建(jian)立(li)(li)職(zhi)業(ye)院(yuan)校、行(xing)業(ye)企業(ye)、培(pei)訓評(ping)價(jia)組織多元參與(yu)的“雙(shuang)師型(xing)”教(jiao)師評(ping)價(jia)考(kao)(kao)核(he)(he)體(ti)系。將(jiang)師德(de)師風、工匠精神(shen)、技術技能(neng)(neng)和(he)(he)教(jiao)育(yu)教(jiao)學(xue)實績作(zuo)為職(zhi)稱(cheng)評(ping)聘的主(zhu)要依據。落實教(jiao)師職(zhi)業(ye)行(xing)為準則，建(jian)立(li)(li)師德(de)考(kao)(kao)核(he)(he)負面(mian)清單制(zhi)(zhi)度(du)，嚴(yan)格執行(xing)師德(de)考(kao)(kao)核(he)(he)一票否(fou)決。引(yin)入(ru)社會評(ping)價(jia)機制(zhi)(zhi)，建(jian)立(li)(li)教(jiao)師個人信用記錄(lu)和(he)(he)違反師德(de)行(xing)為聯合(he)懲(cheng)戒機制(zhi)(zhi)。深化教(jiao)師職(zhi)稱(cheng)制(zhi)(zhi)度(du)改(gai)革，破(po)除“唯(wei)(wei)文憑、唯(wei)(wei)論文、唯(wei)(wei)帽子、唯(wei)(wei)身份、唯(wei)(wei)獎(jiang)項”的頑瘴(zhang)痼疾。推動(dong)各地結合(he)實際(ji)，制(zhi)(zhi)定“雙(shuang)師型(xing)”教(jiao)師認定標(biao)準，將(jiang)體(ti)現技能(neng)(neng)水平和(he)(he)專業(ye)教(jiao)學(xue)能(neng)(neng)力(li)的雙(shuang)師素質納(na)入(ru)教(jiao)師考(kao)(kao)核(he)(he)評(ping)價(jia)體(ti)系。繼續辦好全國職(zhi)業(ye)院(yuan)校技能(neng)(neng)大(da)賽教(jiao)學(xue)能(neng)(neng)力(li)比賽，將(jiang)行(xing)動(dong)導向的模塊化課(ke)程設置、項目式教(jiao)學(xue)實施能(neng)(neng)力(li)作(zuo)為重要指標(biao)。試點開展專業(ye)課(ke)教(jiao)師技術技能(neng)(neng)和(he)(he)教(jiao)學(xue)能(neng)(neng)力(li)分級考(kao)(kao)核(he)(he)，并作(zuo)為教(jiao)師聘期考(kao)(kao)核(he)(he)、崗位等級晉(jin)升考(kao)(kao)核(he)(he)、績效(xiao)分配(pei)考(kao)(kao)核(he)(he)的重要參考(kao)(kao)。完(wan)善考(kao)(kao)核(he)(he)評(ping)價(jia)的正(zheng)確導向，強化考(kao)(kao)評(ping)結果運用和(he)(he)激勵作(zuo)用。

　　十、落實權益保障和激勵機制提升社會地位

　　在職業(ye)(ye)院校(xiao)(xiao)教(jiao)(jiao)育(yu)教(jiao)(jiao)學(xue)、科(ke)學(xue)研究、社(she)會服務等過程中，全面落實(shi)和(he)依法保障教(jiao)(jiao)師(shi)(shi)(shi)(shi)的(de)(de)(de)管(guan)理學(xue)生(sheng)權(quan)、報酬待遇權(quan)、參(can)與管(guan)理權(quan)、進修培訓權(quan)。強化(hua)教(jiao)(jiao)師(shi)(shi)(shi)(shi)教(jiao)(jiao)育(yu)教(jiao)(jiao)學(xue)、繼續教(jiao)(jiao)育(yu)、技(ji)(ji)術技(ji)(ji)能傳承(cheng)與創新等工(gong)(gong)(gong)作(zuo)內容，制定職業(ye)(ye)教(jiao)(jiao)育(yu)教(jiao)(jiao)師(shi)(shi)(shi)(shi)減負政(zheng)策，適當減少專任教(jiao)(jiao)師(shi)(shi)(shi)(shi)事務性工(gong)(gong)(gong)作(zuo)。依法保障教(jiao)(jiao)師(shi)(shi)(shi)(shi)對學(xue)生(sheng)實(shi)施教(jiao)(jiao)育(yu)、管(guan)理的(de)(de)(de)權(quan)利。職業(ye)(ye)院校(xiao)(xiao)、應用型本科(ke)高校(xiao)(xiao)校(xiao)(xiao)企(qi)合(he)作(zuo)、技(ji)(ji)術服務、社(she)會培訓、自辦企(qi)業(ye)(ye)等所得收入，可按(an)一定比(bi)例作(zuo)為績效工(gong)(gong)(gong)資(zi)(zi)來源(yuan)；教(jiao)(jiao)師(shi)(shi)(shi)(shi)依法取得的(de)(de)(de)科(ke)技(ji)(ji)成果轉化(hua)獎勵收入不納入績效工(gong)(gong)(gong)資(zi)(zi)，不納入單位工(gong)(gong)(gong)資(zi)(zi)總額基數。各地要結(jie)合(he)職業(ye)(ye)院校(xiao)(xiao)承(cheng)擔擴招任務、職業(ye)(ye)培訓的(de)(de)(de)實(shi)際情況，核(he)增績效工(gong)(gong)(gong)資(zi)(zi)總量。教(jiao)(jiao)師(shi)(shi)(shi)(shi)外(wai)出參(can)加培訓的(de)(de)(de)學(xue)時（學(xue)分(fen)）應核(he)定工(gong)(gong)(gong)作(zuo)量，作(zuo)為績效工(gong)(gong)(gong)資(zi)(zi)分(fen)配(pei)的(de)(de)(de)參(can)考因(yin)素。按(an)規(gui)定保障中等職業(ye)(ye)學(xue)校(xiao)(xiao)教(jiao)(jiao)師(shi)(shi)(shi)(shi)待遇。

　　十一、加強黨對教師隊伍建設的全面領導

　　充(chong)分(fen)發(fa)揮各級黨(dang)組織的(de)(de)領(ling)導和(he)(he)把關定向作用，充(chong)分(fen)發(fa)揮教(jiao)(jiao)師(shi)黨(dang)支部(bu)的(de)(de)戰斗堡壘作用，加強對(dui)教(jiao)(jiao)師(shi)黨(dang)員的(de)(de)教(jiao)(jiao)育管理監督(du)和(he)(he)組織宣傳，充(chong)分(fen)發(fa)揮黨(dang)員教(jiao)(jiao)師(shi)的(de)(de)先鋒模范(fan)作用。實(shi)(shi)施教(jiao)(jiao)師(shi)黨(dang)支部(bu)書記“雙帶頭人(ren)”培(pei)育工程，配齊建強思(si)想政(zheng)治和(he)(he)黨(dang)務工作隊伍(wu)。著力(li)提升教(jiao)(jiao)師(shi)思(si)想政(zheng)治素質(zhi)，用習(xi)(xi)近平新(xin)時(shi)代中(zhong)國特色社會主義思(si)想武裝頭腦，堅持不懈培(pei)育和(he)(he)弘揚社會主義核心(xin)價(jia)值觀，爭(zheng)做(zuo)“四有”好老師(shi)，全(quan)心(xin)全(quan)意做(zuo)學(xue)生錘煉品格、學(xue)習(xi)(xi)知識、創(chuang)新(xin)思(si)維、奉獻(xian)祖國的(de)(de)引路(lu)人(ren)。健全(quan)德(de)(de)技(ji)并修(xiu)、工學(xue)結合的(de)(de)育人(ren)機制，構建“思(si)政(zheng)課(ke)程”與“課(ke)程思(si)政(zheng)”大(da)格局，全(quan)面(mian)推(tui)進(jin)“三全(quan)育人(ren)”，實(shi)(shi)現(xian)思(si)想政(zheng)治教(jiao)(jiao)育與技(ji)術技(ji)能培(pei)養融(rong)合統(tong)一。落實(shi)(shi)立德(de)(de)樹(shu)人(ren)根本(ben)任務，挖(wa)掘師(shi)德(de)(de)典型、講好師(shi)德(de)(de)故(gu)事，大(da)力(li)宣傳職業教(jiao)(jiao)育中(zhong)的(de)(de)“時(shi)代楷(kai)模”和(he)(he)“最美教(jiao)(jiao)師(shi)”，弘揚職業精(jing)神(shen)(shen)、工匠精(jing)神(shen)(shen)、勞模精(jing)神(shen)(shen)。

　　十二、強化教師隊伍建設改革的保障措施

　　加強組織領導(dao)，將(jiang)教(jiao)(jiao)師隊(dui)(dui)伍建(jian)(jian)(jian)設擺在(zai)重(zhong)要議(yi)事日程，建(jian)(jian)(jian)立工作聯動機制，推動解決教(jiao)(jiao)師隊(dui)(dui)伍建(jian)(jian)(jian)設改革的重(zhong)大(da)問(wen)題。深化(hua)“放管(guan)服”改革，提(ti)高職(zhi)(zhi)(zhi)業(ye)院校(xiao)和(he)各類辦學(xue)主(zhu)體的積(ji)極性(xing)、主(zhu)動性(xing)，引導(dao)廣大(da)教(jiao)(jiao)師積(ji)極參(can)與(yu)，推動教(jiao)(jiao)師隊(dui)(dui)伍建(jian)(jian)(jian)設與(yu)深化(hua)職(zhi)(zhi)(zhi)業(ye)教(jiao)(jiao)育(yu)(yu)改革有機結(jie)合(he)。將(jiang)教(jiao)(jiao)師隊(dui)(dui)伍建(jian)(jian)(jian)設作為中國特色高水平高職(zhi)(zhi)(zhi)學(xue)校(xiao)和(he)專(zhuan)業(ye)建(jian)(jian)(jian)設計劃投(tou)入的支持重(zhong)點(dian)，現代職(zhi)(zhi)(zhi)業(ye)教(jiao)(jiao)育(yu)(yu)質(zhi)量提(ti)升(sheng)計劃進一步向教(jiao)(jiao)師隊(dui)(dui)伍建(jian)(jian)(jian)設傾斜。鼓勵各地結(jie)合(he)實際，適(shi)時(shi)提(ti)高職(zhi)(zhi)(zhi)業(ye)技術師范(fan)專(zhuan)業(ye)生均撥款標準，提(ti)升(sheng)師范(fan)教(jiao)(jiao)育(yu)(yu)保障水平。加強督(du)導(dao)評估，將(jiang)職(zhi)(zhi)(zhi)業(ye)教(jiao)(jiao)育(yu)(yu)教(jiao)(jiao)師隊(dui)(dui)伍建(jian)(jian)(jian)設情(qing)況作為政府履行教(jiao)(jiao)育(yu)(yu)職(zhi)(zhi)(zhi)責評價(jia)和(he)職(zhi)(zhi)(zhi)業(ye)院校(xiao)辦學(xue)水平評估的重(zhong)要內容。