Abstract: The state attaches great importance to the training of “ double-qualified” teachers, but thetraining quality of “ double-qualified" teachers for architecture majors in higher vocational colleges is lowat present. In order to improve the training quality of “ double-qualified" teachers for architecture majors ,this paper analyzes the training status of “ double-qualified” teachers for architecture majors, and putsforward corresponding countermeasures. Through analysis, it was found that there are some problems inthe training process of “ double-qualified" teachers for architecture majors, such as without consideringthe teacher source and cultivating them all in one way and lack of hierarchical and passive training ac-cording to the teacher development stage, which lead to low training quality. In view of this, this paperputs forward the following countermeasures : firstly establish a classified training model for teachers from enterprises and universities; secondly train teachers at different levels according to their developmenlstage, and establish a training system of primary, intermediate and senior levels to meet the trainingneeds of teachers at different development stages; thirdly strengthen the analysis of teachers’needs, su.pervision and support of the training process, so that teachers can turn passive into active and actively participate in the training. It is hoped that through the construction of the “two types and three levels”training system and the supervision and support of the training process , the precision, systematicness andinitiative of the training of “ double-qualified" teachers for architecture majors in higher vocational colle-ges can be improved, and the reference can be provided for improving the training quality of “ double.qualifed” teachers for architecture majors.

Key words: double-qualified teacher, architecture majors, development stage, “two types and three levels” training systen