中职机电数字教学融合的困境与改进

Dilemmas and Improvement Strategies of Digital Teaching Integration in Secondary Vocational Mechatronics Education

摘要: 在教育数字化持续推进的背景下，数字技术已逐步进入中职课堂，但“用上了技术”并不等于真正实现教学融合。文章以中职机电专业为对象，引入TPACK框架分析教师在数字教学融合中所需的技术知识、教学法知识与专业内容知识结构。研究认为，当前教师在仿真演示、平台接入和一般性资源使用方面已具备一定基础，但在数字资源教学化加工、技术嵌入项目任务以及基于过程信息的评价反馈等方面仍较薄弱，呈现出“会用技术但融合不深”的特征。其原因在于教师TPACK知识结构发展不均衡、学校培训偏重通用技术操作、企业资源向课堂任务转化机制不畅。基于此，文章从资源加工、任务链条重构、过程评价优化和校本协同机制完善等方面提出改进思路。

Abstract: Against the backdrop of ongoing educational digitalization, digital technologies have been gradually introduced into secondary vocational classrooms. However, the mere use of technology does not necessarily indicate genuine integration into teaching practices. Focusing on the mechatronics major in secondary vocational education, this study employs the TPACK framework to analyze the knowledge structure required for teachers, including technological knowledge, pedagogical knowledge, and content knowledge. The findings suggest that while teachers have acquired a basic capacity in simulation demonstrations, platform utilization, and general resource application, they remain relatively weak in areas such as the pedagogical transformation of digital resources, the integration of technology into project-based tasks, and process-oriented evaluation based on learning data. This reflects a common phenomenon of “technology use without deep integration.” The underlying causes include the imbalance in teachers’ TPACK knowledge development, the overemphasis of school training on general technical operations, and the lack of effective mechanisms for transforming enterprise resources into classroom tasks. Accordingly, this paper proposes improvement strategies from the perspectives of resource processing, task chain reconstruction, process evaluation optimization, and the enhancement of school-based collaborative mechanisms.