Abstract: In order to further promote the efficient, high-quality and targeted development of “ doublequalified" teachers of architecture majors in higher vocational colleges, this paper analyzes the problemsexisting in the training of “* double-qualified" teachers of architecture majors in higher vocational collegesfrom four aspects , namely, management authorities , enterprises, colleges and teacher staff. We also putforward the following countermeasures. First, relevant management authorities can take the initiativeinsetting up college-enterprise management organizations, promote college-enterprise-teacher coordinationand improve the participation of the three parties. Second, the college should improve the training systemfor “ double qualified" teachers , establish a classified and hierarchical training model, improve the as.sessment system, improve the incentive system, and strengthen the communication between enterprisesand industry associations. Third, enterprises should establish the development concept of win-win cooper.ation between schools and enterprises, and make use of teachers’ advantages in scientific research andtechnological application to jointly develop new products, optimize the technical route and accelerate thedevelopment of enterprises while cultivating “double-qualified" teachers for the schools. Fourth , teachersshould love their profession as educators and make reasonable plans for their career. lt is aimed to build a group of high-level " double-qualified” teachers of construction specialties.

Key words:  “ double-qualified" teachers: interaction among management authorities, training system:win-win cooperation;career planning