地方高职院校师资队伍建设实践管理（Local higher vocational colleges, teaching staff, construction, practice, management）.docVIP

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地方高职院校师资队伍建设实践管理（Local higher vocational colleges, teaching staff, construction, practice, management）.doc

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地方高职院校师资队伍建设实践管理（Local higher vocational colleges, teaching staff, construction, practice, management）

地方高职院校师资队伍建设实践管理（Local higher vocational colleges, teaching staff, construction, practice, management） I. Basic Situation of college faculty 1, full-time teachers overall profile Loudi Vocational and Technical College existing provincial professional leaders and training 11 people, provincial backbone teachers and youth training object 9 people, Provincial Teaching Masters 2, 3 provincial teaching teams, college leaders and professional training 45 people, college young teachers and training 16 people, 395 full-time teachers, 15 professors. Associate professor (including senior engineer) 189. 2, the main problems existing in full-time teachers From the academic structure, faculty education level is generally low, no doctorate teachers, full-time postgraduate teachers, master teachers has only 61 people, professional and uneven distribution, greatly affect the sustainable development of the echelon structure and Department of our hospital high-level personnel of research innovation, technology research and development capabilities. From the age structure of teachers under the age of 30, 34 people, accounting for 10.8% of the proportion of teachers; 31-40 at the age of 137 teachers, 43.5% teachers accounted for the proportion of 41-50; at the age of 129 teachers, 41% teachers accounted for the proportion of above 51 years old; 15 teachers, teachers accounted for the proportion of 4.7%. The proportion of young teachers under the age of 30 is too small. From the title structure, professional title teachers in high proportion, but high title number from the larger gap between the requirements, according to each professional must have at least 1 different teachers requirements, at least 40 are senior teachers. From the double structure, double quality teachers amount less; lack of ability of enterprise experience and guide the practice of teaching; part-time teachers total amount is too small, not give full play to the role of part-time teachers in guiding the practical s