职业院校数字人文教育的实践路径与创新发展研究

Research on the Practice Pathways and Innovative Development of Digital Humanities Education in Vocational Colleges

摘要: 随着数字技术的快速发展，数字人文教育成为推动职业教育现代化的重要路径。本文基于跨学科融合视角，探讨职业院校数字人文教育的实践路径与创新发展。研究首先梳理数字人文的学科演进及其与职业教育的契合点，指出数字人文教育兼具“技术应用”与“人文传承”的双重属性，为职业院校培养复合型技术技能人才提供了新思路。其次，构建职业院校数字人文教育的“五维课堂”教学模式(基础课堂、云端课堂、实践课堂、竞赛课堂、国际课堂)，并提出“三素养四能力”培养框架(信息素养、数字素养、人文素养；技术转化、项目执行、跨界协作、创新应用能力)，强调产教融合与分层分类培养。此外，针对师资培养问题，提出“三师协同”模式(专业教师、行业导师、人文专家)和“三维度”数字能力提升体系(技术应用、教学转化、课程开发)。最后，分析当前职业院校数字人文教育面临的困境，包括技术理性对人文价值的消解、教育本真性的技术遮蔽以及技术应用的创新瓶颈，并提出优化路径。研究表明，数字人文教育通过“技术赋能–人文创新–素养培育–科教协同”的四维发展模型，能够有效促进职业教育高质量发展与人文价值的传承。

Abstract: With the rapid development of digital technology, digital humanities education has become an important pathway to promote the modernization of vocational education. This paper, based on an interdisciplinary integration perspective, explores the practical paths and innovative development of digital humanities education in vocational colleges. The study first reviews the disciplinary evolution of digital humanities and its convergence with vocational education, pointing out that digital humanities education has the dual attributes of “technological application” and “cultural heritage transmission,” providing new ideas for vocational colleges to cultivate composite technical and skilled talents. Secondly, it constructs a “five-dimensional classroom” teaching model for digital humanities education in vocational colleges (basic classroom, cloud classroom, practice classroom, competition classroom, and international classroom) and proposes a “three-skill and four-ability” training framework (information literacy, digital literacy, and cultural literacy; technical transformation, project implementation, cross-boundary collaboration, and innovative application abilities), emphasizing the integration of industry and education and tiered and categorized training. In addition, in response to the issue of faculty training, it proposes a “triple-teacher collaboration” model (professional teachers, industry mentors, and humanities experts) and a “three-dimensional” digital capability enhancement system (technological application, teaching transformation, and curriculum development). Finally, the study analyzes the current challenges faced by digital humanities education in vocational colleges, including the erosion of humanistic values by technological rationality, the technical masking of the essence of education, and the innovation bottleneck in technological application, and proposes optimization pathways. The research shows that digital humanities education, through a four-dimensional development model of “technological empowerment - cultural innovation - literacy cultivation - and collaborative education and research,” can effectively promote the high-quality development of vocational education and the inheritance of humanistic values.