数字化转型期教师技术认知与应用策略的差异研究：基于东、中、西部地区的比较分析

A Study on the Differences in Teachers’ Technological Cognition and Application Strategies during the Digital Transformation Period: A Comparative Analysis Based on Eastern, Central and Western Regions

摘要: 随着数字化转型在教育领域的深入开展，职业教育作为对接产业需求的关键部分，其教师的技术认知和应用本领直接影响技术技能人才培育质量。然而，如今针对职业教育教师群体的研究较为欠缺，尤其缺少对不同区域发展背景里教师技术认知和应用策略差异的系统考查。本项研究把重点放在职业教育领域，意在探究东、中、西部地区职业院校教师在数字化转型过程中，技术认知水平、应用策略选择里有的差别以及成因，通过研究发现，东部地区职业教育教师对新兴技术认知更前沿，应用策略趋向创新和深度融合；中部地区教师展现出较强学习意愿，但因资源和培训机会受限，应用大多处在模仿跟整合阶段；西部地区教师基础技术认知比较薄弱，运用策略性基础工具辅助教学作为主要方面，受基础设施和支持体系制约十分明显。区域间经济发展水准、教育资源配备、政策支持程度及学校文化是形成差异的关键要素。本研究表明职业教育教师数字化转型过程中有区域不平衡状况，这一点为制定有差异的教师发展支持政策、优化资源配置提供了实证依据，对推进职业教育高质量、均衡化发展有着重要现实意义。

Abstract: With the in-depth advancement of digital transformation in the education sector, vocational education, as a key link connecting industrial demands, has its teachers’ technological cognition and application capabilities directly affect the training quality of technical and skilled talents. However, current research on vocational education teachers remains insufficient, especially lacking systematic investigations into the differences in their technological cognition and application strategies against the backdrop of disparate regional development. Focusing on the field of vocational education, this study aims to explore the disparities and underlying causes in technological cognition levels and application strategy selections among vocational college teachers in eastern, central and western regions during the digital transformation process. The findings reveal that vocational education teachers in the eastern region hold more cutting-edge perceptions of emerging technologies, with their application strategies tending to be innovative and deeply integrated; teachers in the central region demonstrate strong learning willingness, yet their applications mostly remain at the imitation and integration stages due to limited resources and training opportunities; teachers in the western region have relatively weak basic technological cognition, with their application strategies mainly relying on basic tools for teaching assistance, which are significantly constrained by infrastructure and support systems. Regional economic development levels, allocation of educational resources, intensity of policy support and school culture are the core factors contributing to such differences. This study confirms the existence of regional imbalances in the digital transformation of vocational education teachers, which provides empirical evidence for formulating differentiated teacher development support policies and optimizing resource allocation, and bears important practical significance for promoting the high-quality and balanced development of vocational education.