职业院校教师生成式AI素养的双轴评价模型与提升策略研究

Research on the Dual-Axis Evaluation Model and Improvement Strategies of Generative AI Literacy for Vocational College Teachers

摘要: 生成式人工智能正在深刻变革职业院校的教师角色。当前，职业院校教师生成式AI素养的评价研究成为了教育技术领域的热点问题。基于此，本文提出了一种双轴评价模型，其横向的“认知–技能–思维–伦理”素养轴从“知”到“行”再到“思”与“德”衡量教师生成式AI素养的内在结构与能力类型，纵向的“微观–中观–宏观”层级轴由“内”到“外”衡量教师生成式AI素养的成长阶段与发展路径。本文构建的“认知–技能–思维–伦理”与“微观–中观–宏观”双轴结构，从能力维度与发展纵深两个方向刻画了职业院校教师的生成式人工智能素养。同时，本论文从不同维度与层级出发提出了职业院校教师生成式AI素养的提升策略。这些成果将为推动职业院校关键办学能力的智能升级提供了理论支撑与实践路径。

Abstract: Generative artificial intelligence is profoundly transforming the roles of teachers in vocational colleges. At present, the evaluation of generative AI literacy among vocational college teachers has become a focal issue in the field of educational technology. In response, this paper proposes a dual-axis evaluation model. The horizontal axis—comprising the dimensions of Cognition, Skills, Thinking, and Ethics—assesses the internal structure and competency types of generative AI literacy, progressing from “knowing” to “doing,” then to “thinking” and “valuing.” The vertical axis—divided into Micro, Meso, and Macro levels—evaluates the stages of growth and developmental trajectory of teachers’ AI literacy from internal awareness to external influence. Together, the two axes depict a comprehensive framework of vocational college teachers’ generative AI literacy from both capability dimensions and developmental depth. Based on this model, the paper further proposes targeted strategies across various dimensions and levels to enhance teacher literacy. These findings provide both theoretical support and practical pathways for the intelligent upgrading of core institutional capacities in vocational education.