北京青年研究

“双师型”教师认定标准是衡量职业院校师资队伍水平的准绳之一。基于甘豫赣桂皖五省区域层面的“双师型”教师认定试行标准的共性差异分析，发现各省在设计分层分类认定标准、强调多样化能力考察、突出成果导向、结合省域特点发展创新方面共性突出。也存在认定条件区域差异大、同类认定条件达成难度差异大、认定类目复杂等问题。基于分析提出扎根区域需求提高认定标准的科学性，围绕教师关键能力强化资源保障，借力双师分层定级提高职教教师社会认可度的建议思考。

The identification standard of "double-qualified" teachers is one of the criteria for measuring the level of teachers in vocational colleges. Based on the analysis of the common differences in the pilot standards for the identification of "double-qualified" teachers at the regional level in the five provinces of Gansu, Henan, Jiangxi, Guangxi and Anhui, it is found that the provinces have outstanding commonalities in designing hierarchical classification identification standards, emphasizing on the investigation of diversified competencies, highlighting achievement orientation, and developing innovation in combination with provincial characteristics. There are also problems such as large regional differences in identification conditions, large differences in the difficulty of reaching similar identification conditions, and complex identification categories. Based on the analysis, this paper puts forward the scientific nature of the identification standard of rooted regional demand improvement, strengthens the resource guarantee around the key ability of teachers, and takes advantage of the hierarchical grading of double-qualified teachers to improve the social recognition of vocational education teachers.