AIGC赋能建筑专业中职教师专业素养提升的内在机理与实现路径

AIGC-Enabled Improvement of Secondary Vocational Architecture Teachers’ Professional Literacy: Internal Mechanism and Implementation Path

摘要: 生成式人工智能(AIGC)的快速发展对建筑专业中职教师专业素养提出了新的要求。本文以文化历史活动理论(CHAT)为分析框架，揭示AIGC赋能建筑专业中职教师专业素养提升的内在机理。研究发现，AIGC介入后，教师专业活动系统在工具–对象、对象–规则、共同体–分工、主体–工具四个关系节点产生结构性矛盾，依次推动专业知识素养从知识掌握转向规范校验、实践教学素养从课堂演示转向虚实融合设计、数字智能素养从工具使用转向循证协同、伦理责任素养从被动遵规转向主动把关。在此基础上，提出“资源–能力”“场域–设计”“共同体–循证”“反思–伦理”四条实现路径，为建筑专业中职教师在AIGC时代实现专业素养的结构性提升提供理论参照与实践指引。

Abstract: The rapid development of generative artificial intelligence (AIGC) has created new demands for the professional competence of secondary vocational teachers in architecture and construction programs. Drawing on cultural-historical activity theory (CHAT), this study examines the underlying mechanisms through which AIGC supports the enhancement of teachers’ professional competence in architecture and construction programs. The analysis shows that the introduction of AIGC generates structural contradictions within teachers’ professional activity systems at four relational nodes: tool-object, object-rules, community-division of labor, and subject-tool. These contradictions drive four corresponding shifts: professional knowledge competence moves from knowledge mastery to code- and standards-based verification; practice-oriented teaching competence shifts from classroom demonstration to the design of virtual-physical integrated learning environments; digital intelligence competence develops from tool use to evidence-based collaboration; and ethical responsibility competence changes from passive compliance to proactive gatekeeping. On this basis, the study proposes four implementation pathways, namely “resource-capability”, “context-design”, “community-evidence”, and “reflection-ethics”. These pathways provide theoretical reference and practical guidance for the structural enhancement of professional competence among secondary vocational teachers in architecture and construction programs in the AIGC era.