教師〔2019〕6號

各省(sheng)、自治區、直轄市教育廳（教委(wei)）、發(fa)展改革委(wei)、財政(zheng)廳（局(ju)(ju)）、人(ren)力資源社(she)會(hui)保障(zhang)(zhang)廳（局(ju)(ju)），新疆生產建設兵團教育局(ju)(ju)、發(fa)展改革委(wei)、財政(zheng)局(ju)(ju)、人(ren)力資源社(she)會(hui)保障(zhang)(zhang)局(ju)(ju):

　　現將《深化新時代職業教(jiao)育“雙師型(xing)”教(jiao)師隊伍建(jian)設改(gai)革實施方案》印發給你們(men)，請結合實際認(ren)真貫徹(che)執(zhi)行。

　　教育部 國家(jia)發(fa)展改革委

　　財政部 人力資源社會保障部

　　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)(shi)隊(dui)伍(wu)是發(fa)展職(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)的(de)(de)第一資源，是支撐新(xin)時(shi)(shi)代國(guo)(guo)家職(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)改(gai)(gai)(gai)革(ge)(ge)的(de)(de)關鍵力量。建(jian)(jian)設(she)高素(su)質(zhi)(zhi)“雙師(shi)(shi)(shi)(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)隊(dui)伍(wu)（含技工院(yuan)校(xiao)“一體(ti)化(hua)”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)，下(xia)同）是加快推進職(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)現代化(hua)的(de)(de)基礎性工作(zuo)。改(gai)(gai)(gai)革(ge)(ge)開放以(yi)來(lai)特別是黨(dang)的(de)(de)十八大以(yi)來(lai)，職(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)培(pei)養培(pei)訓體(ti)系(xi)基本(ben)建(jian)(jian)成，教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)管理(li)制度逐(zhu)步健全，教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)地位待遇穩步提高，教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)素(su)質(zhi)(zhi)能力顯著提升(sheng)，為(wei)職(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)改(gai)(gai)(gai)革(ge)(ge)發(fa)展提供了有力的(de)(de)人才保(bao)障和智力支撐。但是，與新(xin)時(shi)(shi)代國(guo)(guo)家職(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)改(gai)(gai)(gai)革(ge)(ge)的(de)(de)新(xin)要求相(xiang)比，職(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)隊(dui)伍(wu)還(huan)存在著數量不足、來(lai)源單一、校(xiao)企雙向流動(dong)不暢、結構性矛(mao)盾突出、管理(li)體(ti)制機(ji)制不靈(ling)活、專業(ye)(ye)(ye)(ye)(ye)化(hua)水平偏低(di)的(de)(de)問題，尤其是同時(shi)(shi)具(ju)備(bei)理(li)論教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)和實(shi)踐(jian)教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)能力的(de)(de)“雙師(shi)(shi)(shi)(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)和教(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)團隊(dui)短缺，已(yi)成為(wei)制約職(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)改(gai)(gai)(gai)革(ge)(ge)發(fa)展的(de)(de)瓶頸。為(wei)貫徹落(luo)實(shi)《中共中央 國(guo)(guo)務院(yuan)關于全面深(shen)化(hua)新(xin)時(shi)(shi)代教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)隊(dui)伍(wu)建(jian)(jian)設(she)改(gai)(gai)(gai)革(ge)(ge)的(de)(de)意見》和《國(guo)(guo)家職(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)改(gai)(gai)(gai)革(ge)(ge)實(shi)施(shi)方案》，深(shen)化(hua)職(zhi)業(ye)(ye)(ye)(ye)(ye)院(yuan)校(xiao)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)隊(dui)伍(wu)建(jian)(jian)設(she)改(gai)(gai)(gai)革(ge)(ge)，培(pei)養造就高素(su)質(zhi)(zhi)“雙師(shi)(shi)(shi)(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)隊(dui)伍(wu)，特制定《深(shen)化(hua)新(xin)時(shi)(shi)代職(zhi)業(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)“雙師(shi)(shi)(shi)(shi)(shi)型(xing)”教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)(shi)隊(dui)伍(wu)建(jian)(jian)設(she)改(gai)(gai)(gai)革(ge)(ge)實(shi)施(shi)方案》。

　　總體要(yao)求與(yu)目標(biao)：堅持以習近平(ping)新時(shi)代(dai)中國特色(se)社會主義(yi)思(si)想為(wei)指導，貫徹落(luo)實(shi)習近平(ping)總書(shu)記關于教(jiao)育(yu)工(gong)作(zuo)的重要(yao)論述，把教(jiao)師(shi)(shi)隊(dui)伍(wu)建設(she)(she)(she)作(zuo)為(wei)基礎性工(gong)作(zuo)來抓，支撐職(zhi)業教(jiao)育(yu)改革(ge)發展(zhan)，落(luo)實(shi)立德樹人根本任(ren)務，加強師(shi)(shi)德師(shi)(shi)風建設(she)(she)(she)，突出“雙(shuang)師(shi)(shi)型(xing)”教(jiao)師(shi)(shi)個體成長和“雙(shuang)師(shi)(shi)型(xing)”教(jiao)學(xue)團(tuan)隊(dui)建設(she)(she)(she)相結合，提(ti)(ti)高(gao)教(jiao)師(shi)(shi)教(jiao)育(yu)教(jiao)學(xue)能力(li)和專(zhuan)業實(shi)踐能力(li)，優化專(zhuan)兼職(zhi)教(jiao)師(shi)(shi)隊(dui)伍(wu)結構，大力(li)提(ti)(ti)升(sheng)職(zhi)業院(yuan)校(xiao)“雙(shuang)師(shi)(shi)型(xing)”教(jiao)師(shi)(shi)隊(dui)伍(wu)建設(she)(she)(she)水平(ping)，為(wei)實(shi)現(xian)我(wo)國職(zhi)業教(jiao)育(yu)現(xian)代(dai)化、培養大批高(gao)素質技術(shu)技能人才提(ti)(ti)供(gong)有力(li)的師(shi)(shi)資保(bao)障(zhang)。

　　經過(guo)5—10年時間，構建(jian)政府(fu)統籌管理、行業(ye)(ye)企業(ye)(ye)和(he)院校深度(du)融合的教師(shi)(shi)(shi)(shi)隊伍建(jian)設機制，健全中等和(he)高(gao)等職(zhi)(zhi)業(ye)(ye)教育教師(shi)(shi)(shi)(shi)培養培訓體系，打(da)通(tong)(tong)校企人員雙(shuang)(shuang)向流動(dong)渠道，“雙(shuang)(shuang)師(shi)(shi)(shi)(shi)型”教師(shi)(shi)(shi)(shi)和(he)教學團(tuan)隊數量充(chong)足，雙(shuang)(shuang)師(shi)(shi)(shi)(shi)結構明(ming)顯改(gai)善(shan)。建(jian)立(li)具有鮮明(ming)特色的“雙(shuang)(shuang)師(shi)(shi)(shi)(shi)型”教師(shi)(shi)(shi)(shi)資格(ge)準入(ru)、聘(pin)用考核制度(du)，教師(shi)(shi)(shi)(shi)職(zhi)(zhi)業(ye)(ye)發展通(tong)(tong)道暢通(tong)(tong)，待(dai)遇(yu)和(he)保障(zhang)機制更(geng)加完善(shan)，職(zhi)(zhi)業(ye)(ye)教育教師(shi)(shi)(shi)(shi)吸引力明(ming)顯增強，基本建(jian)成一支師(shi)(shi)(shi)(shi)德(de)高(gao)尚、技藝精(jing)湛、專(zhuan)兼(jian)結合、充(chong)滿(man)活力的高(gao)素質“雙(shuang)(shuang)師(shi)(shi)(shi)(shi)型”教師(shi)(shi)(shi)(shi)隊伍。

　　具體目標(biao)：到(dao)2022年，職(zhi)業院校(xiao)“雙師(shi)(shi)(shi)型”教(jiao)(jiao)師(shi)(shi)(shi)占專業課教(jiao)(jiao)師(shi)(shi)(shi)的(de)比(bi)例超過(guo)一半，建設100家(jia)校(xiao)企合作的(de)“雙師(shi)(shi)(shi)型”教(jiao)(jiao)師(shi)(shi)(shi)培養培訓基地和(he)100個(ge)國家(jia)級(ji)企業實踐基地，選派(pai)一大批專業帶頭人(ren)和(he)骨干教(jiao)(jiao)師(shi)(shi)(shi)出(chu)國研修訪學(xue)(xue)，建成(cheng)360個(ge)國家(jia)級(ji)職(zhi)業教(jiao)(jiao)育教(jiao)(jiao)師(shi)(shi)(shi)教(jiao)(jiao)學(xue)(xue)創新團隊(dui)，教(jiao)(jiao)師(shi)(shi)(shi)按照國家(jia)職(zhi)業標(biao)準(zhun)和(he)教(jiao)(jiao)學(xue)(xue)標(biao)準(zhun)開展教(jiao)(jiao)學(xue)(xue)、培訓和(he)評價的(de)能力全面提升，教(jiao)(jiao)師(shi)(shi)(shi)分工協作進行模塊化教(jiao)(jiao)學(xue)(xue)的(de)模式(shi)全面實施，有(you)力保障1+X證書制(zhi)度試點工作，輻射帶動各(ge)(ge)地各(ge)(ge)校(xiao)“雙師(shi)(shi)(shi)型”教(jiao)(jiao)師(shi)(shi)(shi)隊(dui)伍建設，為全面提高復合型技(ji)術技(ji)能人(ren)才培養質量提供強有(you)力的(de)師(shi)(shi)(shi)資支(zhi)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)(shi)(shi)標(biao)(biao)準是對教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)素(su)養(yang)的基本要(yao)求。沒(mei)有標(biao)(biao)準就沒(mei)有質量(liang)。適應以(yi)智能制(zhi)造技術為核(he)心的產(chan)業(ye)(ye)(ye)轉型升級需要(yao)，促進教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)鏈(lian)、人(ren)才鏈(lian)與產(chan)業(ye)(ye)(ye)鏈(lian)、創(chuang)新(xin)鏈(lian)有效銜接。建立中(zhong)等(deng)(deng)和(he)(he)高(gao)等(deng)(deng)職業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)層次(ci)分明(ming)，覆蓋公共課、專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)課、實踐課等(deng)(deng)各類課程的教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)標(biao)(biao)準體(ti)系。修訂《中(zhong)等(deng)(deng)職業(ye)(ye)(ye)學(xue)校(xiao)教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)標(biao)(biao)準（試行）》和(he)(he)《中(zhong)等(deng)(deng)職業(ye)(ye)(ye)學(xue)校(xiao)校(xiao)長專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)標(biao)(biao)準》，研制(zhi)高(gao)等(deng)(deng)職業(ye)(ye)(ye)學(xue)校(xiao)、應用(yong)型本科(ke)高(gao)校(xiao)的教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)標(biao)(biao)準。通過(guo)健全標(biao)(biao)準體(ti)系，規范(fan)教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)培養(yang)培訓、資格準入、招聘(pin)聘(pin)用(yong)、職稱評(ping)(ping)(ping)聘(pin)、考核(he)評(ping)(ping)(ping)價(jia)(jia)、薪酬(chou)分配等(deng)(deng)環節，推動教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)聘(pin)用(yong)管理過(guo)程科(ke)學(xue)化。引進第三方職教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)資質量(liang)評(ping)(ping)(ping)價(jia)(jia)機(ji)構，不斷(duan)完善職業(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)(yu)教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)評(ping)(ping)(ping)價(jia)(jia)標(biao)(biao)準體(ti)系，提高(gao)教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)(shi)(shi)隊(dui)伍專(zhuan)(zhuan)(zhuan)業(ye)(ye)(ye)化水平。

　　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)(zhi)業(ye)(ye)教(jiao)育(yu)教(jiao)師(shi)(shi)資(zi)(zi)(zi)格考試(shi)制(zhi)度，在國(guo)家(jia)教(jiao)師(shi)(shi)資(zi)(zi)(zi)格考試(shi)中，強化(hua)(hua)專(zhuan)(zhuan)業(ye)(ye)教(jiao)學和實踐(jian)要(yao)求，按(an)照專(zhuan)(zhuan)業(ye)(ye)大(da)(da)類(lei)（類(lei)）制(zhi)定考試(shi)大(da)(da)綱(gang)、建設試(shi)題庫、開(kai)展筆試(shi)和結構化(hua)(hua)面試(shi)。建立(li)高(gao)(gao)層次、高(gao)(gao)技(ji)(ji)能(neng)人才(cai)以(yi)(yi)直接考察方式公開(kai)招聘(pin)的機(ji)制(zhi)。加大(da)(da)職(zhi)(zhi)業(ye)(ye)院校選人用人自主權。聚(ju)焦專(zhuan)(zhuan)業(ye)(ye)教(jiao)師(shi)(shi)雙師(shi)(shi)素質構成，強化(hua)(hua)新教(jiao)師(shi)(shi)入職(zhi)(zhi)教(jiao)育(yu)，結合新教(jiao)師(shi)(shi)實際情況(kuang)，探索(suo)建立(li)新教(jiao)師(shi)(shi)為期(qi)(qi)1年的教(jiao)育(yu)見習(xi)與(yu)(yu)為期(qi)(qi)3年的企業(ye)(ye)實踐(jian)制(zhi)度，嚴(yan)格見習(xi)期(qi)(qi)考核(he)與(yu)(yu)選留環節。自2019年起，除持有(you)(you)相關領(ling)域職(zhi)(zhi)業(ye)(ye)技(ji)(ji)能(neng)等(deng)(deng)級證書的畢業(ye)(ye)生(sheng)外，職(zhi)(zhi)業(ye)(ye)院校、應用型(xing)本科高(gao)(gao)校相關專(zhuan)(zhuan)業(ye)(ye)教(jiao)師(shi)(shi)原則(ze)上從(cong)具有(you)(you)3年以(yi)(yi)上企業(ye)(ye)工作(zuo)經歷并具有(you)(you)高(gao)(gao)職(zhi)(zhi)以(yi)(yi)上學歷的人員中公開(kai)招聘(pin)；自2020年起，除“雙師(shi)(shi)型(xing)”職(zhi)(zhi)業(ye)(ye)技(ji)(ji)術(shu)師(shi)(shi)范專(zhuan)(zhuan)業(ye)(ye)畢業(ye)(ye)生(sheng)外，基本不(bu)再從(cong)未具備3年以(yi)(yi)上行業(ye)(ye)企業(ye)(ye)工作(zuo)經歷的應屆畢業(ye)(ye)生(sheng)中招聘(pin)，特殊高(gao)(gao)技(ji)(ji)能(neng)人才(cai)（含具有(you)(you)高(gao)(gao)級工以(yi)(yi)上職(zhi)(zhi)業(ye)(ye)資(zi)(zi)(zi)格或職(zhi)(zhi)業(ye)(ye)技(ji)(ji)能(neng)等(deng)(deng)級人員）可(ke)適當(dang)放寬學歷要(yao)求。

　　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(you)化結構(gou)布(bu)局，加強(qiang)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)技(ji)(ji)(ji)(ji)術(shu)(shu)師(shi)(shi)(shi)(shi)(shi)范(fan)院(yuan)校(xiao)(xiao)(xiao)和(he)高校(xiao)(xiao)(xiao)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)技(ji)(ji)(ji)(ji)術(shu)(shu)教(jiao)育(yu)（師(shi)(shi)(shi)(shi)(shi)范(fan)）學院(yuan)建(jian)(jian)(jian)(jian)設(she)，支持高水平工科大(da)學舉(ju)辦職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)技(ji)(ji)(ji)(ji)術(shu)(shu)師(shi)(shi)(shi)(shi)(shi)范(fan)教(jiao)育(yu)，開展在(zai)職(zhi)(zhi)(zhi)教(jiao)師(shi)(shi)(shi)(shi)(shi)的雙(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)素質培(pei)(pei)(pei)訓進修(xiu)。實(shi)(shi)施(shi)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)技(ji)(ji)(ji)(ji)術(shu)(shu)師(shi)(shi)(shi)(shi)(shi)范(fan)類專(zhuan)業(ye)(ye)(ye)(ye)(ye)(ye)認證(zheng)。建(jian)(jian)(jian)(jian)設(she)100家(jia)校(xiao)(xiao)(xiao)企(qi)合作的“雙(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)型(xing)”教(jiao)師(shi)(shi)(shi)(shi)(shi)培(pei)(pei)(pei)養(yang)(yang)(yang)(yang)培(pei)(pei)(pei)訓基地和(he)100個(ge)國(guo)家(jia)級(ji)企(qi)業(ye)(ye)(ye)(ye)(ye)(ye)實(shi)(shi)踐基地，明確(que)資(zi)(zi)質條(tiao)件、建(jian)(jian)(jian)(jian)設(she)任務、支持重點(dian)、成果評(ping)價。校(xiao)(xiao)(xiao)企(qi)共建(jian)(jian)(jian)(jian)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)技(ji)(ji)(ji)(ji)術(shu)(shu)師(shi)(shi)(shi)(shi)(shi)范(fan)專(zhuan)業(ye)(ye)(ye)(ye)(ye)(ye)能力(li)實(shi)(shi)訓中心，辦好一(yi)批一(yi)流職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)技(ji)(ji)(ji)(ji)術(shu)(shu)師(shi)(shi)(shi)(shi)(shi)范(fan)院(yuan)校(xiao)(xiao)(xiao)和(he)一(yi)流職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)技(ji)(ji)(ji)(ji)術(shu)(shu)師(shi)(shi)(shi)(shi)(shi)范(fan)專(zhuan)業(ye)(ye)(ye)(ye)(ye)(ye)。健(jian)全普通高等學校(xiao)(xiao)(xiao)與(yu)地方政府、職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)院(yuan)校(xiao)(xiao)(xiao)、行(xing)業(ye)(ye)(ye)(ye)(ye)(ye)企(qi)業(ye)(ye)(ye)(ye)(ye)(ye)聯合培(pei)(pei)(pei)養(yang)(yang)(yang)(yang)教(jiao)師(shi)(shi)(shi)(shi)(shi)機制，發揮行(xing)業(ye)(ye)(ye)(ye)(ye)(ye)企(qi)業(ye)(ye)(ye)(ye)(ye)(ye)在(zai)培(pei)(pei)(pei)養(yang)(yang)(yang)(yang)“雙(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)型(xing)”教(jiao)師(shi)(shi)(shi)(shi)(shi)中的重要作用(yong)。鼓勵高校(xiao)(xiao)(xiao)以職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)院(yuan)校(xiao)(xiao)(xiao)畢業(ye)(ye)(ye)(ye)(ye)(ye)生(sheng)和(he)企(qi)業(ye)(ye)(ye)(ye)(ye)(ye)技(ji)(ji)(ji)(ji)術(shu)(shu)人員為重點(dian)培(pei)(pei)(pei)養(yang)(yang)(yang)(yang)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)育(yu)教(jiao)師(shi)(shi)(shi)(shi)(shi)，完(wan)善師(shi)(shi)(shi)(shi)(shi)范(fan)生(sheng)公費教(jiao)育(yu)、師(shi)(shi)(shi)(shi)(shi)范(fan)院(yuan)校(xiao)(xiao)(xiao)接收職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)院(yuan)校(xiao)(xiao)(xiao)畢業(ye)(ye)(ye)(ye)(ye)(ye)生(sheng)培(pei)(pei)(pei)養(yang)(yang)(yang)(yang)、企(qi)業(ye)(ye)(ye)(ye)(ye)(ye)技(ji)(ji)(ji)(ji)術(shu)(shu)人員學歷(li)教(jiao)育(yu)等多種(zhong)培(pei)(pei)(pei)養(yang)(yang)(yang)(yang)形式。加強(qiang)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)育(yu)學科教(jiao)學論師(shi)(shi)(shi)(shi)(shi)資(zi)(zi)隊伍建(jian)(jian)(jian)(jian)設(she)。支持高校(xiao)(xiao)(xiao)擴大(da)職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)技(ji)(ji)(ji)(ji)術(shu)(shu)教(jiao)育(yu)領域教(jiao)育(yu)碩士專(zhuan)業(ye)(ye)(ye)(ye)(ye)(ye)學位研究生(sheng)招生(sheng)規模，探索本科與(yu)碩士教(jiao)育(yu)階段(duan)整(zheng)體(ti)設(she)計、分段(duan)考(kao)核(he)、有機銜接的人才培(pei)(pei)(pei)養(yang)(yang)(yang)(yang)模式，推(tui)進職(zhi)(zhi)(zhi)業(ye)(ye)(ye)(ye)(ye)(ye)技(ji)(ji)(ji)(ji)術(shu)(shu)教(jiao)育(yu)領域博士研究生(sheng)培(pei)(pei)(pei)養(yang)(yang)(yang)(yang)，推(tui)動高校(xiao)(xiao)(xiao)聯合行(xing)業(ye)(ye)(ye)(ye)(ye)(ye)企(qi)業(ye)(ye)(ye)(ye)(ye)(ye)培(pei)(pei)(pei)養(yang)(yang)(yang)(yang)高層次“雙(shuang)(shuang)師(shi)(shi)(shi)(shi)(shi)型(xing)”教(jiao)師(shi)(shi)(shi)(shi)(shi)。

　　四、完善“固定崗+流動崗”的教師資源配置新機制

　　在現有編(bian)制總量內，盤(pan)活編(bian)制存量，優(you)化(hua)編(bian)制結(jie)(jie)構(gou)，向“雙師(shi)型”教(jiao)(jiao)師(shi)隊(dui)伍傾斜(xie)。推(tui)進地方研究制定職(zhi)(zhi)(zhi)業(ye)院(yuan)(yuan)校(xiao)(xiao)人(ren)員配備規范(fan)，促進教(jiao)(jiao)師(shi)規模、質量、結(jie)(jie)構(gou)適應(ying)職(zhi)(zhi)(zhi)業(ye)教(jiao)(jiao)育改革發展需(xu)要。根據(ju)職(zhi)(zhi)(zhi)業(ye)院(yuan)(yuan)校(xiao)(xiao)、應(ying)用型本(ben)科高(gao)校(xiao)(xiao)及其專(zhuan)(zhuan)業(ye)特點(dian)，優(you)化(hua)崗(gang)(gang)位(wei)設(she)(she)置結(jie)(jie)構(gou)，適當(dang)提(ti)高(gao)中、高(gao)級崗(gang)(gang)位(wei)設(she)(she)置比(bi)例。優(you)化(hua)教(jiao)(jiao)師(shi)崗(gang)(gang)位(wei)分類(lei)(lei)，落實(shi)教(jiao)(jiao)師(shi)從教(jiao)(jiao)專(zhuan)(zhuan)業(ye)大(da)類(lei)(lei)（類(lei)(lei)）和具體專(zhuan)(zhuan)業(ye)歸屬，明確教(jiao)(jiao)師(shi)發展定位(wei)。建(jian)立健全職(zhi)(zhi)(zhi)業(ye)院(yuan)(yuan)校(xiao)(xiao)自主聘(pin)任兼(jian)職(zhi)(zhi)(zhi)教(jiao)(jiao)師(shi)的(de)辦(ban)法。設(she)(she)置一定比(bi)例的(de)特聘(pin)崗(gang)(gang)位(wei)，暢通(tong)高(gao)層次技術技能(neng)人(ren)才兼(jian)職(zhi)(zhi)(zhi)從教(jiao)(jiao)渠道，規范(fan)兼(jian)職(zhi)(zhi)(zhi)教(jiao)(jiao)師(shi)管理。實(shi)施現代(dai)產(chan)業(ye)導師(shi)特聘(pin)崗(gang)(gang)位(wei)計(ji)劃，建(jian)設(she)(she)標準統(tong)一、序(xu)列完整(zheng)、專(zhuan)(zhuan)兼(jian)結(jie)(jie)合的(de)實(shi)踐導師(shi)隊(dui)伍，推(tui)動形成(cheng)“固定崗(gang)(gang)+流動崗(gang)(gang)”、雙師(shi)結(jie)(jie)構(gou)與雙師(shi)素質兼(jian)顧(gu)的(de)專(zhuan)(zhuan)業(ye)教(jiao)(jiao)學團(tuan)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)(ye)院(yuan)校教(jiao)師(shi)(shi)(shi)(shi)素質提高(gao)計(ji)劃，分(fen)級(ji)打造師(shi)(shi)(shi)(shi)德高(gao)尚(shang)、技(ji)藝(yi)精湛、育(yu)人(ren)水平高(gao)超(chao)的(de)教(jiao)學(xue)名(ming)(ming)師(shi)(shi)(shi)(shi)、專(zhuan)業(ye)(ye)(ye)帶(dai)(dai)頭人(ren)、青年骨(gu)(gu)干(gan)教(jiao)師(shi)(shi)(shi)(shi)等(deng)(deng)高(gao)層次人(ren)才隊伍。通過跟(gen)崗(gang)訪學(xue)、頂崗(gang)實踐等(deng)(deng)方式，重(zhong)點培訓數以萬計(ji)的(de)青年骨(gu)(gu)干(gan)教(jiao)師(shi)(shi)(shi)(shi)。加強專(zhuan)業(ye)(ye)(ye)帶(dai)(dai)頭人(ren)領軍能力培養，為職業(ye)(ye)(ye)院(yuan)校教(jiao)師(shi)(shi)(shi)(shi)教(jiao)學(xue)創(chuang)新團隊培育(yu)一大批首(shou)席專(zhuan)家(jia)(jia)(jia)。建(jian)立國(guo)家(jia)(jia)(jia)杰出職業(ye)(ye)(ye)教(jiao)育(yu)專(zhuan)家(jia)(jia)(jia)庫及(ji)其聯系機制。建(jian)設 1000 個國(guo)家(jia)(jia)(jia)級(ji)“雙(shuang)師(shi)(shi)(shi)(shi)型”名(ming)(ming)師(shi)(shi)(shi)(shi)工(gong)作室和1000 個國(guo)家(jia)(jia)(jia)級(ji)教(jiao)師(shi)(shi)(shi)(shi)技(ji)藝(yi)技(ji)能傳承創(chuang)新平臺。面向戰略(lve)性(xing)新興產業(ye)(ye)(ye)和先進制造業(ye)(ye)(ye)人(ren)才需要，打造一批覆蓋重(zhong)點專(zhuan)業(ye)(ye)(ye)領域的(de)“國(guo)家(jia)(jia)(jia)工(gong)匠之師(shi)(shi)(shi)(shi)”。在國(guo)家(jia)(jia)(jia)級(ji)教(jiao)學(xue)成果獎(jiang)、教(jiao)學(xue)名(ming)(ming)師(shi)(shi)(shi)(shi)等(deng)(deng)評選表(biao)彰中，向“雙(shuang)師(shi)(shi)(shi)(shi)型”教(jiao)師(shi)(shi)(shi)(shi)傾斜。

　　六、創建高水平結構化教師教學創新團隊

　　2019—2021年，服務職(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育高質(zhi)量發展和(he)1+X證書制度改(gai)革需要(yao)，面向中等職(zhi)(zhi)業(ye)(ye)(ye)(ye)學(xue)(xue)(xue)(xue)校(xiao)、高等職(zhi)(zhi)業(ye)(ye)(ye)(ye)學(xue)(xue)(xue)(xue)校(xiao)和(he)應用型本(ben)科高校(xiao)，聚焦戰略性重點(dian)產(chan)業(ye)(ye)(ye)(ye)領(ling)域和(he)民(min)生緊缺領(ling)域專業(ye)(ye)(ye)(ye)，分年度、分批(pi)次、分專業(ye)(ye)(ye)(ye)遴選建設360個國家(jia)級(ji)職(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)創(chuang)(chuang)新(xin)團(tuan)隊(dui)，全面提升教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師開展教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)、培訓和(he)評價的(de)能力(li)以(yi)及團(tuan)隊(dui)協作能力(li)，為(wei)提高復(fu)合型技(ji)術技(ji)能人才(cai)培養培訓質(zhi)量提供強有力(li)的(de)師資(zi)保證。優化結構，統(tong)籌利用現有資(zi)源(yuan)，實施職(zhi)(zhi)業(ye)(ye)(ye)(ye)院校(xiao)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)創(chuang)(chuang)新(xin)團(tuan)隊(dui)境(jing)外培訓計劃，組(zu)織教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)創(chuang)(chuang)新(xin)團(tuan)隊(dui)骨(gu)干教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師分批(pi)次、成建制赴德國等國家(jia)研(yan)修訪學(xue)(xue)(xue)(xue)，學(xue)(xue)(xue)(xue)習國際“雙元制”職(zhi)(zhi)業(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)育先(xian)進(jin)經(jing)驗，每(mei)年選派1000人，經(jing)過3—5年的(de)連續培養，打(da)造高素(su)質(zhi)“雙師型”教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)創(chuang)(chuang)新(xin)團(tuan)隊(dui)。各地各校(xiao)對接本(ben)區域重點(dian)專業(ye)(ye)(ye)(ye)集群(qun)，促進(jin)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)過程、教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)內容、教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)模(mo)式(shi)(shi)(shi)改(gai)革創(chuang)(chuang)新(xin)，實施團(tuan)隊(dui)合作的(de)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)組(zu)織新(xin)方式(shi)(shi)(shi)、行動導向的(de)模(mo)塊(kuai)化教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)新(xin)模(mo)式(shi)(shi)(shi)，建設省級(ji)、校(xiao)級(ji)教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)師教(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)創(chuang)(chuang)新(xin)團(tuan)隊(dui)。

　　七、聚焦1+X證書制度開展教師全員培訓

　　全(quan)(quan)面落(luo)實教(jiao)(jiao)師5年一(yi)周期的(de)全(quan)(quan)員輪訓(xun)制度(du)，對接(jie)1+X證書制度(du)試點和職(zhi)業教(jiao)(jiao)育(yu)教(jiao)(jiao)學(xue)改革(ge)需求，探(tan)索適應(ying)職(zhi)業技能培(pei)(pei)訓(xun)要求的(de)教(jiao)(jiao)師分級培(pei)(pei)訓(xun)模(mo)式(shi)，培(pei)(pei)育(yu)一(yi)批具備職(zhi)業技能等級證書培(pei)(pei)訓(xun)能力(li)的(de)教(jiao)(jiao)師。把國(guo)家職(zhi)業標準(zhun)、國(guo)家教(jiao)(jiao)學(xue)標準(zhun)、1+X證書制度(du)和相關(guan)標準(zhun)等納入教(jiao)(jiao)師培(pei)(pei)訓(xun)的(de)必修模(mo)塊。發(fa)(fa)揮教(jiao)(jiao)師教(jiao)(jiao)學(xue)創新團(tuan)隊(dui)(dui)(dui)在實施1+X證書制度(du)試點中的(de)示范引(yin)領作用(yong)。全(quan)(quan)面提升教(jiao)(jiao)師信息(xi)化教(jiao)(jiao)學(xue)能力(li)，促進信息(xi)技術與(yu)教(jiao)(jiao)育(yu)教(jiao)(jiao)學(xue)融(rong)合創新發(fa)(fa)展。健全(quan)(quan)完善職(zhi)業教(jiao)(jiao)育(yu)師資(zi)培(pei)(pei)養培(pei)(pei)訓(xun)體系，推進“雙師型”教(jiao)(jiao)師培(pei)(pei)養培(pei)(pei)訓(xun)基地在教(jiao)(jiao)師培(pei)(pei)養培(pei)(pei)訓(xun)、團(tuan)隊(dui)(dui)(dui)建設、科研教(jiao)(jiao)研、資(zi)源(yuan)開發(fa)(fa)等方(fang)面提供支撐和服務。支持高水平學(xue)校和大中型企業共建“雙師型”培(pei)(pei)訓(xun)者隊(dui)(dui)(dui)伍，認定300個“雙師型”教(jiao)(jiao)師培(pei)(pei)養培(pei)(pei)訓(xun)示范單位。

　　八、建立校企人員雙向交流協作共同體

　　加大政府統籌，依托職(zhi)(zhi)教(jiao)園區、職(zhi)(zhi)教(jiao)集(ji)團、產(chan)教(jiao)融合(he)型企(qi)(qi)(qi)(qi)業(ye)(ye)(ye)等(deng)建(jian)(jian)立(li)校(xiao)企(qi)(qi)(qi)(qi)人員雙向交流(liu)協作共同體。建(jian)(jian)立(li)校(xiao)企(qi)(qi)(qi)(qi)人員雙向流(liu)動相互兼職(zhi)(zhi)常態運行機制(zhi)(zhi)。發(fa)揮央企(qi)(qi)(qi)(qi)、國企(qi)(qi)(qi)(qi)、大型民企(qi)(qi)(qi)(qi)的示范帶頭作用(yong)，在企(qi)(qi)(qi)(qi)業(ye)(ye)(ye)設置(zhi)(zhi)訪問工(gong)(gong)(gong)程師(shi)、教(jiao)師(shi)企(qi)(qi)(qi)(qi)業(ye)(ye)(ye)實(shi)(shi)(shi)(shi)(shi)踐流(liu)動站、技(ji)能(neng)大師(shi)工(gong)(gong)(gong)作室。在標準要求、崗位設置(zhi)(zhi)、遴選(xuan)聘任(ren)、專(zhuan)業(ye)(ye)(ye)發(fa)展(zhan)、考(kao)核管(guan)理等(deng)方面綜合(he)施策(ce)，健(jian)全高技(ji)能(neng)人才到職(zhi)(zhi)業(ye)(ye)(ye)學校(xiao)從教(jiao)制(zhi)(zhi)度，聘請(qing)一大批企(qi)(qi)(qi)(qi)事業(ye)(ye)(ye)單位高技(ji)能(neng)人才、能(neng)工(gong)(gong)(gong)巧匠、非物質(zhi)文(wen)化(hua)遺產(chan)傳承人等(deng)到學校(xiao)兼職(zhi)(zhi)任(ren)教(jiao)。鼓勵校(xiao)企(qi)(qi)(qi)(qi)共建(jian)(jian)教(jiao)師(shi)發(fa)展(zhan)中心，在教(jiao)師(shi)和員工(gong)(gong)(gong)培訓(xun)(xun)、課程開發(fa)、實(shi)(shi)(shi)(shi)(shi)踐教(jiao)學、技(ji)術成果轉(zhuan)化(hua)等(deng)方面開展(zhan)深度合(he)作，推動教(jiao)師(shi)立(li)足行業(ye)(ye)(ye)企(qi)(qi)(qi)(qi)業(ye)(ye)(ye)，開展(zhan)科學研究(jiu)，服(fu)務企(qi)(qi)(qi)(qi)業(ye)(ye)(ye)技(ji)術升級和產(chan)品研發(fa)。完善教(jiao)師(shi)定期到企(qi)(qi)(qi)(qi)業(ye)(ye)(ye)實(shi)(shi)(shi)(shi)(shi)踐制(zhi)(zhi)度，推進職(zhi)(zhi)業(ye)(ye)(ye)院(yuan)校(xiao)、應用(yong)型本科高校(xiao)專(zhuan)業(ye)(ye)(ye)課教(jiao)師(shi)每年至少(shao)累(lei)計1個(ge)月(yue)以多種形式參與企(qi)(qi)(qi)(qi)業(ye)(ye)(ye)實(shi)(shi)(shi)(shi)(shi)踐或實(shi)(shi)(shi)(shi)(shi)訓(xun)(xun)基地(di)實(shi)(shi)(shi)(shi)(shi)訓(xun)(xun)。聯合(he)行業(ye)(ye)(ye)組織，遴選(xuan)、建(jian)(jian)設教(jiao)師(shi)企(qi)(qi)(qi)(qi)業(ye)(ye)(ye)實(shi)(shi)(shi)(shi)(shi)踐基地(di)和兼職(zhi)(zhi)教(jiao)師(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)立職(zhi)業(ye)(ye)(ye)院校(xiao)、行(xing)業(ye)(ye)(ye)企業(ye)(ye)(ye)、培訓(xun)評(ping)(ping)價組織多元參與的“雙師(shi)(shi)(shi)(shi)型(xing)(xing)”教(jiao)師(shi)(shi)(shi)(shi)評(ping)(ping)價考(kao)(kao)(kao)(kao)核(he)(he)體(ti)系。將師(shi)(shi)(shi)(shi)德師(shi)(shi)(shi)(shi)風、工(gong)匠精神、技術(shu)技能(neng)(neng)(neng)(neng)和(he)教(jiao)育(yu)教(jiao)學實(shi)績(ji)作為職(zhi)稱評(ping)(ping)聘的主要依據。落實(shi)教(jiao)師(shi)(shi)(shi)(shi)職(zhi)業(ye)(ye)(ye)行(xing)為準則(ze)，建(jian)立師(shi)(shi)(shi)(shi)德考(kao)(kao)(kao)(kao)核(he)(he)負面清單制(zhi)度，嚴格執行(xing)師(shi)(shi)(shi)(shi)德考(kao)(kao)(kao)(kao)核(he)(he)一票否決。引入社會評(ping)(ping)價機(ji)制(zhi)，建(jian)立教(jiao)師(shi)(shi)(shi)(shi)個人信用(yong)(yong)記錄和(he)違(wei)反師(shi)(shi)(shi)(shi)德行(xing)為聯合(he)懲戒機(ji)制(zhi)。深化教(jiao)師(shi)(shi)(shi)(shi)職(zhi)稱制(zhi)度改革，破除(chu)“唯(wei)文(wen)憑、唯(wei)論文(wen)、唯(wei)帽子、唯(wei)身份、唯(wei)獎項”的頑瘴痼(gu)疾。推動(dong)(dong)各(ge)地結(jie)合(he)實(shi)際，制(zhi)定(ding)“雙師(shi)(shi)(shi)(shi)型(xing)(xing)”教(jiao)師(shi)(shi)(shi)(shi)認(ren)定(ding)標(biao)準，將體(ti)現技能(neng)(neng)(neng)(neng)水(shui)平和(he)專(zhuan)業(ye)(ye)(ye)教(jiao)學能(neng)(neng)(neng)(neng)力的雙師(shi)(shi)(shi)(shi)素質納入教(jiao)師(shi)(shi)(shi)(shi)考(kao)(kao)(kao)(kao)核(he)(he)評(ping)(ping)價體(ti)系。繼(ji)續辦(ban)好全(quan)國(guo)職(zhi)業(ye)(ye)(ye)院校(xiao)技能(neng)(neng)(neng)(neng)大賽教(jiao)學能(neng)(neng)(neng)(neng)力比(bi)賽，將行(xing)動(dong)(dong)導向(xiang)的模塊化課程設置、項目式教(jiao)學實(shi)施能(neng)(neng)(neng)(neng)力作為重要指(zhi)標(biao)。試點開展專(zhuan)業(ye)(ye)(ye)課教(jiao)師(shi)(shi)(shi)(shi)技術(shu)技能(neng)(neng)(neng)(neng)和(he)教(jiao)學能(neng)(neng)(neng)(neng)力分級(ji)考(kao)(kao)(kao)(kao)核(he)(he)，并作為教(jiao)師(shi)(shi)(shi)(shi)聘期考(kao)(kao)(kao)(kao)核(he)(he)、崗(gang)位等級(ji)晉升考(kao)(kao)(kao)(kao)核(he)(he)、績(ji)效分配考(kao)(kao)(kao)(kao)核(he)(he)的重要參考(kao)(kao)(kao)(kao)。完善考(kao)(kao)(kao)(kao)核(he)(he)評(ping)(ping)價的正確導向(xiang)，強化考(kao)(kao)(kao)(kao)評(ping)(ping)結(jie)果運用(yong)(yong)和(he)激(ji)勵作用(yong)(yong)。

　　十、落實權益保障和激勵機制提升社會地位

　　在職(zhi)業(ye)(ye)院校教(jiao)(jiao)(jiao)(jiao)(jiao)育教(jiao)(jiao)(jiao)(jiao)(jiao)學、科學研(yan)究(jiu)、社會服(fu)務等(deng)(deng)過程(cheng)中(zhong)，全面(mian)落實(shi)和依(yi)法(fa)保障教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)的(de)管(guan)理(li)(li)學生權、報酬待遇(yu)(yu)權、參(can)與(yu)管(guan)理(li)(li)權、進(jin)修培(pei)訓權。強化教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)教(jiao)(jiao)(jiao)(jiao)(jiao)育教(jiao)(jiao)(jiao)(jiao)(jiao)學、繼(ji)續(xu)教(jiao)(jiao)(jiao)(jiao)(jiao)育、技(ji)術技(ji)能傳承與(yu)創新等(deng)(deng)工(gong)(gong)(gong)作(zuo)內容，制定職(zhi)業(ye)(ye)教(jiao)(jiao)(jiao)(jiao)(jiao)育教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)減(jian)負政策(ce)，適當減(jian)少專任(ren)教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)事務性工(gong)(gong)(gong)作(zuo)。依(yi)法(fa)保障教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)對(dui)學生實(shi)施教(jiao)(jiao)(jiao)(jiao)(jiao)育、管(guan)理(li)(li)的(de)權利(li)。職(zhi)業(ye)(ye)院校、應(ying)用(yong)型(xing)本科高(gao)校校企合作(zuo)、技(ji)術服(fu)務、社會培(pei)訓、自辦企業(ye)(ye)等(deng)(deng)所得收(shou)入，可按一定比(bi)例(li)作(zuo)為績(ji)效(xiao)工(gong)(gong)(gong)資(zi)(zi)來源；教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)依(yi)法(fa)取得的(de)科技(ji)成果轉化獎勵(li)收(shou)入不納入績(ji)效(xiao)工(gong)(gong)(gong)資(zi)(zi)，不納入單位工(gong)(gong)(gong)資(zi)(zi)總額(e)基數。各地要結合職(zhi)業(ye)(ye)院校承擔擴招任(ren)務、職(zhi)業(ye)(ye)培(pei)訓的(de)實(shi)際(ji)情況，核增績(ji)效(xiao)工(gong)(gong)(gong)資(zi)(zi)總量。教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)外(wai)出參(can)加培(pei)訓的(de)學時（學分(fen)）應(ying)核定工(gong)(gong)(gong)作(zuo)量，作(zuo)為績(ji)效(xiao)工(gong)(gong)(gong)資(zi)(zi)分(fen)配的(de)參(can)考因(yin)素。按規定保障中(zhong)等(deng)(deng)職(zhi)業(ye)(ye)學校教(jiao)(jiao)(jiao)(jiao)(jiao)師(shi)(shi)待遇(yu)(yu)。

　　十一、加強黨對教師隊伍建設的全面領導

　　充(chong)分發揮各級(ji)黨組(zu)織的(de)領導和把關(guan)定向作用(yong)，充(chong)分發揮教(jiao)(jiao)師黨支(zhi)部的(de)戰斗(dou)堡壘作用(yong)，加強對教(jiao)(jiao)師黨員(yuan)的(de)教(jiao)(jiao)育管理監督(du)和組(zu)織宣(xuan)傳(chuan)，充(chong)分發揮黨員(yuan)教(jiao)(jiao)師的(de)先鋒模(mo)范作用(yong)。實施教(jiao)(jiao)師黨支(zhi)部書(shu)記“雙帶(dai)頭人(ren)”培育工程(cheng)，配(pei)齊(qi)建強思(si)(si)想(xiang)政(zheng)治和黨務(wu)工作隊伍。著(zhu)力(li)提升教(jiao)(jiao)師思(si)(si)想(xiang)政(zheng)治素質，用(yong)習(xi)近平新時(shi)代(dai)中國(guo)特色社(she)會(hui)主(zhu)義思(si)(si)想(xiang)武裝頭腦，堅(jian)持不懈培育和弘揚社(she)會(hui)主(zhu)義核心(xin)價值觀，爭做“四有”好(hao)老師，全心(xin)全意做學(xue)(xue)生錘煉(lian)品格(ge)、學(xue)(xue)習(xi)知(zhi)識(shi)、創新思(si)(si)維、奉獻祖國(guo)的(de)引路人(ren)。健全德技(ji)并修(xiu)、工學(xue)(xue)結合(he)的(de)育人(ren)機制，構(gou)建“思(si)(si)政(zheng)課程(cheng)”與“課程(cheng)思(si)(si)政(zheng)”大格(ge)局，全面(mian)推進“三(san)全育人(ren)”，實現思(si)(si)想(xiang)政(zheng)治教(jiao)(jiao)育與技(ji)術技(ji)能培養融合(he)統一(yi)。落實立德樹人(ren)根本任務(wu)，挖掘師德典型(xing)、講好(hao)師德故(gu)事，大力(li)宣(xuan)傳(chuan)職(zhi)業教(jiao)(jiao)育中的(de)“時(shi)代(dai)楷模(mo)”和“最美教(jiao)(jiao)師”，弘揚職(zhi)業精神、工匠精神、勞模(mo)精神。

　　十二、強化教師隊伍建設改革的保障措施

　　加強(qiang)組(zu)織領(ling)導，將(jiang)教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)隊(dui)伍(wu)(wu)建(jian)設(she)(she)擺(bai)在重(zhong)(zhong)要議事日程，建(jian)立工作(zuo)聯(lian)動(dong)機制，推動(dong)解決教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)隊(dui)伍(wu)(wu)建(jian)設(she)(she)改(gai)革的(de)(de)重(zhong)(zhong)大問題。深(shen)化“放管服”改(gai)革，提高職(zhi)(zhi)(zhi)業(ye)院校和(he)各(ge)類辦學(xue)主體的(de)(de)積極(ji)(ji)性、主動(dong)性，引導廣大教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)積極(ji)(ji)參與，推動(dong)教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)隊(dui)伍(wu)(wu)建(jian)設(she)(she)與深(shen)化職(zhi)(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)改(gai)革有機結合。將(jiang)教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)隊(dui)伍(wu)(wu)建(jian)設(she)(she)作(zuo)為中(zhong)國特色高水(shui)平高職(zhi)(zhi)(zhi)學(xue)校和(he)專(zhuan)(zhuan)業(ye)建(jian)設(she)(she)計(ji)(ji)劃投(tou)入(ru)的(de)(de)支持重(zhong)(zhong)點，現代職(zhi)(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)質(zhi)量提升(sheng)計(ji)(ji)劃進一(yi)步向(xiang)教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)隊(dui)伍(wu)(wu)建(jian)設(she)(she)傾斜。鼓(gu)勵各(ge)地結合實(shi)際，適時提高職(zhi)(zhi)(zhi)業(ye)技術(shu)師(shi)(shi)范專(zhuan)(zhuan)業(ye)生均撥(bo)款標準，提升(sheng)師(shi)(shi)范教(jiao)(jiao)(jiao)(jiao)育(yu)保障(zhang)水(shui)平。加強(qiang)督導評(ping)估(gu)，將(jiang)職(zhi)(zhi)(zhi)業(ye)教(jiao)(jiao)(jiao)(jiao)育(yu)教(jiao)(jiao)(jiao)(jiao)師(shi)(shi)隊(dui)伍(wu)(wu)建(jian)設(she)(she)情況作(zuo)為政府履行教(jiao)(jiao)(jiao)(jiao)育(yu)職(zhi)(zhi)(zhi)責(ze)評(ping)價和(he)職(zhi)(zhi)(zhi)業(ye)院校辦學(xue)水(shui)平評(ping)估(gu)的(de)(de)重(zhong)(zhong)要內容。