武汉船舶职业技术学院学报

“新双高”计划的实施推动高职院校“双师型”教师角色从传统“技能传授者”向“产教融合引领者”“技术技能创新者”转型，其工作角色转换面临政策要求与角色认知、技术迭代与能力更新、协同需求与场域分割的三重矛盾。基于协同理论与角色转换理论，系统阐释“新双高”视域下“双师型”教师角色转换的时代内涵；构建“身份重构-能力跃迁-场域拓展”三维结构模型；揭示政策驱动、组织支持、个体赋能的动态作用机制，并提出针对政策、院校、个体三个层面的优化路径。研究为高职院校优化“双师型”教师发展体系、提升人才培养与产业适配性提供理论支撑与实践路径。

The implementation of the new high-level higher vocational college construction,known as the "New Double High" Initiative, has promoted the transition of the role of "dual-qualified" teachers in higher vocational colleges from the traditional "skill instructor" to the "leader of industry-education integration" and "technological and skill innovator". Their role transition faces three major contradictions: between policy requirements and role cognition, between technological iteration and capability update, and between collaboration needs and field segmentation. Based on the synergy theory and role transition theory, this paper systematically explains the connotation of the role transition of "dual-qualified" teachers from the perspective of the "New Double High" Initiative, constructs a three-dimensional structural model of "identity reconstruction-capability leap-field expansion", reveals the dynamic mechanism of policy drive, organizational support and individual empowerment, and puts forward optimization paths from three levels: policy, college and individual. This study provides theoretical support and practical guidance for higher vocational colleges to improve the development system of "dual-qualified" teachers and enhance the adaptability between talent training and industry.