（来源：新华日报） 传统教师评价体系的制约。当前，许多高校的教师评价体系仍以科研论文、课题项目等学术指标为核 心，实践能力和教学效果的评价权重相对较低。这导致教师更倾向于投入大量精力从事理论研究，而忽 视实践能力的提升和实践教学的开展。对于"双师型"教师而言，在临床实践或企业服务中积累的经验难 以在评价体系中得到充分认可，影响了其发展的积极性和主动性。 教师实践能力提升渠道有限。医学是一门实践性很强的学科，"双师型"教师需要定期参与临床实践或行 业前沿项目，以保持实践能力的先进性。然而，目前高校教师尤其是承担大量教学和科研任务的教师， 缺乏足够的时间和机会深入医疗机构、科研院所或企业进行实践锻炼。同时，高校与医疗机构、企业之 间的合作机制尚不完善，实践培训资源不足，导致教师实践能力提升渠道单一，难以满足新医科建设 对"双师型"教师实践能力的要求。 跨学科知识整合难度较大。新医科要求教师具备跨学科的知识结构，而我国高等教育的学科划分较为细 致，教师往往在单一学科领域内深耕细作，而跨学科知识储备不足。"双师型"教师需要整合多学科知 识，这不仅需要耗费大量的时间和精力，还面临着学科思维方式和研究方法的差异等问题，增 ...

Core Insights - The teaching profession, traditionally associated with stability, is undergoing significant transformation due to declining enrollment and resource redistribution [2][4][10] - The introduction of a dynamic teacher allocation system across different educational stages is being implemented to address the surplus of teachers and changing student demographics [3][4] - The rise of "new individual teachers" reflects a shift towards more flexible, entrepreneurial teaching roles, enabled by technology and changing market demands [8][10] Group 1: Enrollment and Teacher Redistribution - In 2024, primary school enrollment is projected at 16.17 million, a decrease of over 2.6 million from the previous year, while junior high school enrollment remains high at 18.49 million [2] - The total number of full-time teachers in China has reached 18.85 million, indicating a need for resource reallocation as primary school populations decline [2][3] - Policies are being enacted to facilitate cross-stage teacher transfers, with provinces like Hubei and Fujian already implementing such measures [3][4] Group 2: Educational Policy Changes - The 2024 "Education Strong Nation Construction Plan" includes provisions for dynamic teacher allocation across different educational stages [3] - By 2035, an estimated surplus of nearly 2 million teachers in compulsory education is anticipated, prompting the establishment of a teacher resource early warning system [3][4] - Local governments are institutionalizing teacher transfers and exits, indicating a shift towards a more flexible teaching workforce [4] Group 3: Teacher Qualifications and Demographics - As of 2023, over 700,000 teachers in primary and secondary education hold graduate degrees, with more than 5,000 holding doctoral degrees [4] - The proportion of "dual-qualified" teachers in vocational education has reached 58%, a 23 percentage point increase since 2019, with a significant influx of young teachers [5][6] - New hiring practices emphasize the need for teachers to have practical industry experience, with 55%-60% of new dual-qualified teachers coming from industry backgrounds [7] Group 4: Emergence of Individual Teachers - The rise of "new individual teachers" is characterized by a shift towards self-employment and entrepreneurial teaching models, with some generating significant income through innovative methods [8][10] - The use of AI and digital platforms is enabling teachers to operate as "micro-companies," offering personalized education services [9][10] - The educational landscape is evolving to include diverse teaching formats, emphasizing experiential learning and community engagement [10]

Core Viewpoint - The implementation of the "Henan Province Vocational Education Regulations" aims to enhance the quality and integration of vocational education in Henan, addressing existing challenges and promoting high-quality development in the sector [1][5]. Group 1: Legislative Framework - The new regulations emphasize the importance of vocational education, mandating the integration of vocational and general education, as well as industry collaboration [7][10]. - The regulations provide legal support for schools to advance industry-education integration, which is crucial for aligning vocational training with market needs [5][6]. Group 2: Industry-Education Integration - The Henan Vocational Technical College has established a productive training base in collaboration with enterprises, achieving a stable employment rate of over 98% for its graduates [4][6]. - The regulations encourage the development of new professional programs aligned with industry demands, aiming for 70% of students to be employed in key strategic industries by 2026 [5][6]. Group 3: Talent Development - The regulations promote a dual-teacher model, enhancing the practical teaching capabilities of vocational educators through industry experience [13][14]. - The focus on innovation and entrepreneurship in education is evident, with students achieving significant success in competitions and contributing to the establishment of technology-based companies [11][12]. Group 4: Challenges and Solutions - The shortage of dual-qualified teachers is identified as a bottleneck in vocational education reform, with the regulations outlining measures to improve teacher training and evaluation [13][16]. - The regulations aim to address the mismatch between vocational programs and industry requirements, fostering a more responsive educational framework [5][6].

Core Viewpoint - The article highlights the successful integration of vocational education and industry practice through the collaboration between Shanghai Civil Aviation Vocational College and Spring Airlines, exemplified by the experience of teacher Wu Jianghua, who transitioned from teaching to practical training in the aviation sector [1][12]. Group 1: Collaboration and Training Initiatives - The modern apprenticeship pilot project between the Civil Aviation Vocational College and Spring Airlines officially started in February 2024, with Wu Jianghua serving as both project leader and a mentor for the 2023 apprentice class [3]. - Wu Jianghua participated in nearly 400 hours of intensive training alongside students, covering essential topics such as aviation regulations, aircraft equipment, and safety protocols, culminating in the successful completion of over 30 rigorous assessments [3][4]. Group 2: Practical Experience and Skill Development - After completing ground training, Wu Jianghua advanced to the flight operation phase, where she actively participated in flight duties, ensuring meticulous attention to detail in safety checks and service procedures [5]. - During her time in the air, she completed 20 flight segments and over 50 hours of flight tasks, demonstrating exceptional professional skills and practical abilities [5]. Group 3: Impact on Vocational Education - Wu Jianghua's experience represents a significant shift towards the "integration of knowledge and action" in vocational education, allowing her to bring real-world practices back to the classroom, thereby enhancing the collaboration between educational institutions and the aviation industry [12]. - This journey has provided valuable insights into transforming theoretical knowledge into practical skills, offering a replicable model for training "dual-qualified" teachers in vocational education [12].