Research on the Construction of Dual-qualified Teacher Teams in Vocational Colleges under the Background of Digital Intelligence Transformation—— A Case Study of Vocational Colleges in Shanghai

Abstract

This study focuses on Shanghai's vocational education, focuses on the current situation of the construction of the “dual-teacher” teaching force, comprehensively utilizes the literature research method and the quantitative analysis method, and deeply analyzes the existing problems, such as insufficient teachers' mathematical and intellectual literacy, insufficient depth of industry-teaching integration, lagging evaluation and incentive mechanism, mismatch between the competence structure and the development needs, and incomplete collaborative education mechanism between schools and enterprises. Incomplete mechanism of school-enterprise cooperative education, etc. Based on this, the study proposes systematic countermeasures: it is urgent to change the educational concept and role perception, strengthen teachers' digital skills and practical teaching ability, improve the selection, training, evaluation and incentive guarantee mechanism, accurately promote the matching degree between teachers' individual qualities and the requirements of digital teaching, and focus on constructing a long-term collaborative education mechanism for the in-depth integration of schools and enterprises, so as to provide key teacher support for the transformation of Shanghai and even vocational colleges and universities nationwide to promote the transformation of digital literacy effectively. Provide key teacher support.