结构化视域下农科未来教师数智素养体系建构

Constructing a Digital-Intelligence Literacy Framework for Future Teachers in Agricultural Education from a Structuration Perspective

摘要: 面向教育数字化与生成式人工智能的快速迭代，高等农科院校未来教师正从知识讲授者转向人机协同的学习建构者、数据证据驱动的育人决策者与价值安全的守护者。农科教学贯通理论、实验与田间实践，具有情境强和约束多的特点，现有教师数字素养框架往往侧重通用信息技术操作与平台应用，难以支撑农科场景中的能力培养、评价落地与风险治理。基于结构化理论，本文通过文献分析与场景化机制推演，提出“六维能力域–三层赋能路径–双重治理护栏”模型：以学科知识建模、智能教学设计、数据证据决策、虚拟仿真与智能实验、人机协同生态、价值伦理与数据安全六维能力域描述刻画结构；以规则、资源、行动三层路径推动能力融入日常教学工作流；以价值对齐与安全可控作为底线边界。进一步给出各能力域的可观测指标、典型任务与证据链条，为农科未来教师培养、课程建设与质量评价提供可操作的结构化参照。

Abstract: In response to the rapid evolution of education digitalization and generative artificial intelligence (GAI), future teachers in agricultural universities are shifting from knowledge transmitters to human-AI collaborative learning designers, evidence-driven decision makers for student development, and guardians of values and safety. Agricultural education integrates theory, laboratory work, and field practice, and is characterized by strong contextuality and multiple constraints. Existing teacher digital literacy frameworks often emphasize generic IT operations and platform use, offering limited support for capability development, assessment implementation, and risk governance in agricultural disciplinary contexts. Grounded in structuration theory, this study combines literature review with scenario-based mechanism reasoning and proposes a “six-domain capability structure-three-layer empowerment pathway-dual governance guardrails” model. The six domains include disciplinary knowledge modeling, AI-enabled instructional design, evidence-based decision making, virtual simulation and intelligent experimentation, human-AI collaborative ecosystem building, and value ethics and data security, which define the structure. The three-layer pathway—rules, resources, and actions—integrates these capabilities into everyday teaching workflows, while the value alignment and controllable safety define baseline boundaries. The study further specifies observable indicators, typical tasks, and evidence chains for each domain, providing an operational, structured reference for future teacher development, course construction, and quality evaluation in agricultural higher education.