I 摘要 随着我国高职院校的不断扩招，高等职业教育的师资队伍建设面临着巨大的挑 战。为了适应市场对应用型人才的大量需求，深化高职教育改革，建设一支高素质的 “双师型”教师队伍成为推动高职教育发展的当务之急。科学、合理的激励机制对于 高职院校“双师型”教师队伍起着至关重要的作用。因此，对高等职业院校“双师型” 教师队伍建设激励机制的优化研究具有重要现实意义。 本文选取 G 高职学院作为研究对象，通过问卷调查和个人访谈等方式对该校“双 师型”教师队伍的建设情况和教师满意度进行了调查。近年来，G 高职学院通过实施 “双师型”素质教师培养计划、一流师资队伍提升计划，加强以“双师型”教师为主 的师资队伍建设，收到了一定成效。但基于赫兹伯格的双因素理论的视角，G 高职学 院“双师型”教师队伍建设的现行激励机制仍然存在以下主要问题：在激励因素方面， 存在职称评审制度轻实践、培训制度缺乏针对性、考核评价制度不够科学等问题；在 保健因素方面，存在薪酬待遇不能体现特殊性、二级学院对教师关心不够等问题。教 师满意度调查的结果反映出在保健因素中满意度较低的是领导关怀；在激励因素中满 意度较低的是成长晋升。造成上述问题的主要原因在于学院对“双师型”教师队伍建 设重视不够，对国家“双师型”教师队伍建设的相关政策执行不力，投入“双师型” 教师队伍建设的经费不足以及企业对支持“双师型”教师培训的动力不足。 G 高职学院应当认真落实教育部关于加强职业教育“双师型”教师队伍建设的要 求，坚持以人为本原则、公平性原则、可操作性原则、差异性原则和可持续发展原则， 对“双师型”教师队伍激励机制进行优化设计。在保健因素方面，应加强领导关怀、 优化薪酬福利制度、优化人际关系环境；在激励因素方面，应加强青年教师职业生涯 管理、完善培训进修激励、优化考核和评价制度。为保障“双师型”教师队伍激励机 制的有效实施，提出了四个方面的建议：一是政府要加大支持力度；二是学校要提高 政治站位；三是教师自身要增强使命感；四是企业要支持高职教育发展。 关键词：高职教育；“双师型”教师；激励机制Abstract III Abstract With the enrollment expansion of higher vocational colleges in China, the construction of teaching staff for higher vocational education is facing huge challenges. In order to meet the great demand of the market for applied talents and deepen the reform of higher vocational education, it has become an urgent matter to promote the development of higher vocational education to build a high-quality “double-type” teaching staff. Scientific and reasonable incentive mechanism plays a vital role in the “double-type” teaching staff in higher vocational colleges. Therefore, it is of great practical significance to optimize the incentive mechanism for the construction of “double-type” teaching staff in higher vocational colleges. This paper selects G Higher Vocational College as the research object and investigates the construction of “double-type” teaching staff and teacher satisfaction by the means of questionnaire and personal interview. In recent years, G Higher Vocational College has strengthened the construction of the “double-type” teaching staff and achieved certain results through the implementation of the “double-type” quality-oriented teacher training plan and the first-class teacher promotion plan. However, from the perspective of Herzberg's Two-Factor Theory, the current incentive mechanism for the construction of “double-type” teaching staff in G Higher Vocational College still faces the following main problems: In terms of incentive factors, the professional title appraisal system emphasizes practice less, the training system lacks of pertinence and the appraisal system is not scientific. In terms of health care factors, the pay can not reflect the particularity and the secondary colleges do not care enough about teachers. The results of the teacher satisfaction survey reflect that the leadership concern is the one with low satisfaction among the health care factors and the growth & promotion is the one with low satisfaction among the incentive factors. The main reasons for the above problems are that the college has not paid enough attention to the construction of “double-type” teaching staff, the implementation of relevant policies on the construction of “double-type” teaching staff is not effective, the funds invested in the construction of “double-type” teaching staff are insufficient, and the motivation of enterprises to support the training of “double-type” teaching staff is insufficient. G Higher Vocational College should earnestly implement the requirements of the重庆理工大学硕士学位论文 IV Ministry of Education on strengthening the construction of “double-type” teaching staff in vocational education, adhere to the principles of people-oriented, fairness, operability, difference and sustainable development, and optimize the design of the incentive mechanism for “double-type” teaching staff. In terms of health care factors, it should strengthen the leadership concern, optimize the compensation and welfare system, and optimize the interpersonal relationship environment. In terms of incentive factors, it should strengthen the career management of young teachers, improve the incentive system of training and optimize the assessment and evaluation system further. In order to ensure the effective implementation of the incentive mechanism of “double-type” teaching staff, four suggestions are proposed. Firstly, the government should strengthen support; Secondly, the school should improve the political position; Thirdly, the teachers should enhance their sense of mission. Fourthly, the enterprises should support the development of higher vocational education. Key Words:higher vocational education; “double-type” teaching staff; incentive mechanism目录 V 目录 摘要........................I Abstract............III 1 绪论....................1 1.1 研究背景与意义......... 1 1.1.1 研究背景1 1.1.2 研究意义2 1.2 研究内容与方法......... 2 1.2.1 研究内容2 1.2.2 研究方法3 1.3 研究技术路线............. 3 2 相关理论与文献综述........................5 2.1 激励概述..................... 5 2.1.1 激励的定义...........................5 2.1.2 激励的作用...........................5 2.1.3 激励过程模型.......................6 2.1.4 激励机制定义.......................6 2.2 双因素理论................. 6 2.2.1 主要内容6 2.2.2 实践意义7 2.3“双师型”教师队伍建设文献综述.........7 2.3.1“双师型”教师定义............7 2.3.2“双师型”教师的准入资格.............................. 8 2.3.3“双师型”教师的聘任管理.............................. 9 2.3.4“双师型”教师的培训模式.............................. 9 2.3.5“双师型”教师队伍建设的激励机制............10 3 G 高职学院“双师型”教师队伍建设现状................13 3.1 G 高职学院简介....... 13 3.1.1 学校沿革与现状.................13 3.1.2 学校办学定位.....................13 3.1.3 院系设置情况.....................13 3.1.4 师资队伍概况.....................14 3.2“双师型”教师队伍建设情况...............14 3.2.1 队伍现状............................14重庆理工大学硕士学位论文 VI 3.2.2 激励机制.............................15 3.2.3 主要经验.............................16 4 G 高职学院“双师型”教师队伍激励机制存在问题与原因分析..........17 4.1 现状调查................... 17 4.1.1 调查方案设计.....................17 4.1.2 调查开展情况.....................18 4.1.3 调查结果统计.....................18 4.1.3.1 问卷调查结果统计 18 4.1.3.2 个别访谈结果统计 25 4.1.4 问卷调查结果信度检验.... 26 4.1.5 教师满意度调查总结与分析.......................... 26 4.2 G 高职学院“双师型”教师队伍现行激励机制中存在的问题........................29 4.2.1 激励因素方面存在的主要问题.......................29 4.2.2 保健因素方面存在的主要问题.......................30 4.3 原因分析................... 31 4.3.1 学院对“双师型”教师队伍建设重视不够...31 4.3.2 国家“双师型”教师队伍相关政策未落地...31 4.3.3 学院“双师型”教师建设经费来源不足.......31 4.3.4 企业对支持“双师型”教师培训的动力不足..............................32 5 G 高职学院“双师型”教师队伍激励机制优化对策33 5.1 优化设计指导思想...33 5.2 优化设计原则........... 33 5.3 优化设计思路........... 34 5.4 优化设计内容........... 35 5.4.1 基于保健因素的激励制度优化.......................35 5.4.2 基于激励因素的激励制度优化.......................37 5.5 相关建议..............