School-enterprise cooperation is the vocational schools double-division-type construction of professional teaching force a shortcut to.docVIP

School-enterprise cooperation is the vocational schools ‘double-division-type’ construction of professional teaching force a shortcut to Abstract: In this paper, where the School of Electrical and Mechanical Engineering, through the school-enterprise cooperation ‘Double-qualified’ professional practice of construction of teachers, to sum up and explore the results show that the adoption of school-enterprise cooperation, professional teachers into the cooperative enterprise as a corporate post for Professional Teaching industry, professional and technical personnel employed part-time teachers to achieve professional and cooperative enterprises cooperation in fusion of professional and technical personnel to solve ‘Double-qualified’ shortcut to the building of a professional teaching force. Keywords:: school-enterprise cooperation ‘double-division-type’ building of the ranks of professional teachers and practice Professional teaching staff to be professional construction and development of key institutions, is the leading force in teaching is the quality of personnel training guarantee. The characteristics of vocational and technical education and training required to strengthen the ‘Double-qualified’ teacher as a professional teaching staff to achieve. Ministry of Education, Office ‘on the strengthening of higher vocational (high post-secondary) institutions, the construction of the views of Teachers’ (to teach high-Hall [2002] No. 5) that: higher vocational institutions would do a good job ‘Double-qualified’ teachers in training efforts to raise the young teachers of technology application ability and practical ability, so that they both have a solid foundation of theoretical knowledge and a high standard of teaching, but also has a strong professional practice skills and extensive practical work experience; the same time, should actively from the enterprises to employ the existing work practices and the introduction of experience, have a more solid theoretical f