高职教育以培养高素质技术技能型人才为目标，要按照“以素质为核心，以能力为本位”的原则开展教育教学工作，这就需要专任教师具备从事本专业教学工作的理论水平，以及“技师工程师”实践技能的“双师素质”。教师素质决定着学校教育的质量，在当前以内涵发展为主题的背景下，提高教师素质已经成为高职院校内涵发展、提高人才培养质量的重要途径。本研究共由六部分组成。 第一、二、三章探讨了当前加强高职院校教师专业素质结构研究的理论意义、实践意义和政策意义，对专业、专业素质、教师专业素质结构等相关核心概念进行了界定，厘定了本研究的思路和方法，并且梳理了已有研究文献。 第四章探讨了教师专业素质结构建构的历史基础、比较基础、理论基础及现实基础。特别是运用了德尔菲法，通过对不同专家的多层次多角度的探讨，明确了高职教师专业素质结构建构的现实框架。 第五章从知识、能力、伦理三个维度探讨了高职院校教师专业素质的三维结构。研究认为，高职院校教师的专业知识应包括社会生活的通识性知识、学科专业的理论性知识、行业企业的实践性知识、高职教育的方法性知识；专业能力包括教育教学能力、科研能力和社会服务能力；专业伦理包括专业信念、专业情感和专业规范。其中，高职院校教师专业素质的基础是知识，高职院校教师专业素质的核心是能力，高职院校教师专业素质的动力和保障是伦理。 第六章从知识、能力和伦理三个维度对XX职业技术学院进行了案例研究，并对该学院的成功经验进行了理论总结。 第七章结合我国高职院校教师专业素质发展的实际需求，从国家制定高职院校教师专业素质的标准、高职院校为教师专业素质发展提供平台、高职院校教师适应学生发展、企业发展以及社会发展需求的角度提出相应的对策。

Higher vocational education aims at cultivating skilled talents with high quality, and education and teaching should be carried out on the basis of “quality -centered and capability -based” principle. Thus, “double qualified” teachers, who have both the teaching theory and practical skills as an engineer, are in high demand in vocational and technical colleges. Teachers’ qualities decide the education level of a school. In the context of connotative development, improving teachers’ qualities has become an important way to promote connotative development of vocational and technical college and enhance the quality of cultivating talents. This research is composed of six parts. To discuss the theoretical and practical values of strengthening the research of teachers’ professional quality structure in vocational and technical colleges at present, the first 3 chapters define the relative core concepts, such as profession, professional quality, professional quality structure and determines the theory and methodology of the research and also refers to the existing research literature. Chapter Four discusses the history as well as the comparison, the theoretical, and the reality basis of teachers' professional quality structure construction. In particular, the chapter defines clearly a structure of vocational teachers’ professional quality framework for constructing reality after the discussion of the different multi-level experts from various angles. Chapter Five focuses on three dimensions of teachers’ professional quality structure in vocational and technical colleges, i.e. knowledge, capacity, and ethic. It draws a conclusion that teachers in vocational and technical colleges should have professional knowledge including common knowledge related to daily life and work, theoretical knowledge about their profession, practical knowledge about industry, methodological knowledge regarding higher vocational education; professional capacity including education and teaching, research and social service; professional ethics including faith in one’s profession, emotion towards one’s profession and professional norms. Among them, knowledge is the base of teachers’ professional development, capacity is the core and ethic is the impetus and guarantee. Chapter Six studies the case of XX Vocational and Technical College based on the three dimensions of knowledge, capacity and ethic, and summarizes its successful experience. Chapter Seven, on the basis of the reality of teachers’ professional development in vocational and technical colleges in China, puts forward the corresponding solutions to setting standards of teachers’ professional development on the state level, offering platforms for teachers’ professional development in vocational and technical colleges, facilitating teachers’ adaptation to the development of students, enterprises and the society.