Construction Practices of “Dual-Qualified” Teachers in Optoelectronics Specialty under the Background of Industry-Education Integration

光电产业作为战略性新兴领域，其高技术密集性和多场景应用特征对专业人才培养提出了新要求。本研究通过文献计量分析与深度访谈发现，当前光电专业师资队伍存在知识体系与产业技术代际差异显著、教学内容与人才需求错位、校企协同育人机制存在制度性梗阻三大结构性矛盾。基于此，提出构建光电专业“双师型”教师四维能力发展模型。通过双重路径实现教师能力提升：外部构建“政策保障–制度激励”二维协同机制，内部形成“明确定位–能力重构–持续发展”螺旋演进机制。经过5年的建设实践，团队在学科专业、科研创新、教育教学、社会服务等方面取得可喜成果，形成了具有示范效应的产教协同育人模式。The optoelectronic industry, as a strategic emerging field characterized by high-tech intensity and multi-scenario application features, presents new imperatives for professional talent cultivation. Through bibliometric analysis and in-depth interviews, this study identifies three structural contradictions in the current optoelectronic faculty: significant generational differences between the knowledge-system and industrial technologies, misalignment between teaching content and talent demands, and institutional barriers in the industry-academia collaborative education mechanisms. Based on this, we propose a four-dimensional competency development model for “dual-qualified” optoelectronics teachers. The teacher capacity enhancement is achieved through dual pathways: externally establishing a two-dimensional synergy mechanism of “policy guarantee-institutional incentives”, and internally forming a spiral evolution mechanism of “clear positioning-competency reconstruction-sustainable development”. After five years of empirical implementation, the team has achieved encouraging outcomes in disciplinary development, scientific innovation, pedagogical advancement, and social service, ultimately formulating a demonstrative industry-education collaborative education model.