The newly revised "Education Law of the People's Republic of China" (hereinafter referred to as the "New Vocational Education Law") provides legal guarantees for the high-quality development of vocational education and also sets higher requirements for the construction of "dual-qualified" teachers. Currently, although the construction of "dual-qualified" teachers in vocational colleges in China has made progress, it still faces practical challenges such as ambiguous connotation definition, poor smoothness of school-enterprise interaction, lagging training system, and insufficient evaluation and incentive measures. This paper adopts a combination of policy text analysis and empirical research methods, from the perspective of the New Vocational Education Law, systematically explores the path for the high-quality development of "dual-qualified" teacher teams in four aspects: legal connotation definition, system innovation, enabling role of industry-academia integration, and reform of evaluation and incentive measures, with the aim of providing certain theoretical references and practical guidance for breaking through the bottleneck of teacher construction and empowering vocational education to improve quality and efficiency.