1、1Reflection of Teachers Ability in Higher VocationalCollegesAbstract： “Decision of the State Council on the Development of Occupation Education“ and “National Medium and Long-term Educational Reform and Development Plan （2010 - 2020）“clearly require that higher vocational colleges should implement t
2、he combination of engineering and learning， combination of colleges and enterprises， and post practice talent training modes， focus on“Double Teacher Type“， increase the intensity of training occupation college teachers， rely on the relevant universities and large and medium-sized enterprises， build
3、 a “Double Teacher Type“ teacher developing and training base. A new round of Higher Vocational Talents cultivation level assessment will pay more attention to integrated “teaching， learning and doing“ scene teaching mode， teaching method and teaching evaluation. Professional teachers stress skill l
4、evels and increase enterprise-working experience. Therefore， improvinghigher vocational collegeteachers abilities is not only the working requirements of professional teaching， but also is Chinas urgent need to speed up the development of higher vocational 2education and transformation. However， man
5、y higher vocational college teachers have capacity problems， not in conformity with the talent evaluation standard in higher vocational colleges. This paper is aiming to make suggestions about how to improve the higher vocational college teachers ability through reading education specialist literatu
6、re. Keywords： Higher Vocational College Teachers； Teacher Professionalization； “Double Teacher Type“ Teacher 1. Introduction “To realize the prosperity of a country， we must reform and make industrial development first， and before that， we should achieve the revitalization of occupation education.“
7、1In the twenty-first century， vigorously developing occupation education and training high skilled technical personnel have become the consensus of education sector， industry and even the entire society. Occupation education is in urgent need of a sufficient quantity and excellent quality teachers.
8、However， because of vocational teacher education in China is not perfect， leading to lack of abilities of vocational education teachers， not responsible for the development of vocational education. Teachers lacking ability 3is still a key problem and a weak link of restricting the development and qu
9、ality of occupation education. 2. The reasons why teacherslack ability are as follows. 2.1 The teacher added channel is single， and teachers who received specialized vocational teacher education are rare At present， the main source of vocational education teachers in normal universities， there are o
10、ther universities， vocational and technical college graduates， technical staff of industrial and mining enterprises， occupation college school students， part-time teachers， which reflects the diversity of vocational education teachers in combination. Even so， the vast majority of teachers are from t
11、he ordinary higher schools directly onto the podium， from other channel added considerably are fewer； especially teachers from the enterprises and other social organizations are fewer. 2.2 Teachers quality is not high. Teachers practical ability is not strong， “the overall level of the construction
12、of double qualified“ teachers have great deviation. Statistics show that in 2005， the national secondary occupation school “the double teacher type“ teachers of specialized courses and practice guidance teachers ratio is low， and the “double teacher“ teacher to have a certain gap 4between the actual
13、 ability. Teacher education and teaching quality is poor， the lack of professional teacher training. Most of the teachers have not learned pedagogy， psychology， education measurement and evaluation. Even some teachers did not learn teaching theory， educational science. 3. Scholars put forward some s
14、uggestions for the shortage of teachersability. 3.1 Vocational College Teachers Specialization On how to reform the teacher education and improve the quality of teacher education of vocational education， there is a growing consensus that to enhance the professional teacher education andto improve th
15、e degree of specialization of professional orientation is the future path of development of teacher education. First， the enterprise occupation practice training， that is directly involved in the actual work and occupation related enterprise training， through the practice in factories， occupation of
16、 a variety of ways， familiar with and experience and knowledge related to typical occupation work task and the working process of the occupation. Second， the theory of higher occupation education 5learning， that is learning and occupation related to the basic theory of education， the occupation educ
17、ation and occupation teaching theory and other related theories of learning， promote the theory of teacher education to improve the level of vocational education. Third， the practice of higher occupation education effect， namely， in the design and implementation of education and occupation related，
18、the occupation area specific teaching activities， to master the basic task and the working process of occupation practice， using theory and occupation education teaching theory. The development of occupation education course has become the expert control process of education and teaching of the occu
19、pation， and according to the teaching of their own teaching practice， in order to promote the teaching action to improve the abilities of vocational education. 3.2.6 “The double teacher type“ vocational education teachers must have strong social communication and interpersonal communication skills T
20、eachers must be combined with the actual teaching into society and enterprise， communication and industry practitioners， to understand the society and industry demand for talent， timely teaching reform. 64. Summary With the development of emerging industriesand constantly adjust industrial structure
21、， a large number of high-quality technology applied talents are required. They not only have rich theoretical knowledge and practical knowledge， but also master the professional skills. Where do these high-qualitytechnical talentscome from？ Occupation education plays an irreplaceable role. Now the o
22、ccupation education sustained a rapid development， and the scale of development is also growing， but the capacity of teachers has not kept pace with the rapid development of the occupation education. Teachers must improve their teaching ability in their teaching process， improve their professional p
23、ractice instruction ability， and make themselves more professional. Occupation education requires the occupation schoolteachers to master more knowledge， which can be competent for teaching. Therefore， “double teacher type” teachers must learn and master new knowledge， new technology， new technology
24、， and update the teaching focus， in order to make the students adapt to the modern social changes and the development of new and high technology requirements， meet the needs of modern enterprises. As an occupation college teacher， I must adapt to the 7requirements of higher vocational education put
25、forward by economic development. Imust continue to improve my teaching ability. I must ascend to the enterprise and industry to improve my practical ability， as well as strive to become a qualified “double teacher“ teacher. References 1 From the Ministry of Education “Education News“ teachers team c
26、onstruction secondary occupation education （J）.2007 l 29 2 Changqian Zhang， What kind of requirements and characteristics should teachers have？ （J）. The vocational education forum， 2003 （21）： 24 3 Guiping Yao， Interpretation of occupation education / Double Teachers type （J）. Chinese occupation tech
27、nology education.2002， （6）： 30 4 XiaomingYe， The professional development of teachers of higher occupation colleges， 2008.9. 5 Yixian Li， Modern Education Theory. Beijing： Beijing Normal University press， 1988.1 6 Hongmei Cai， Yunyun Zhang. Connotation and requirement “double teacher type“ teachers of Higher Vocational Education （J）. Journal of Jining Teachers College， 2007 （03）： 31
