AIGC赋能老年非遗教育的价值逻辑、模式重构与实践路径

The Value Logic, Model Reconstruction and Practice Path of AIGC Empowering Elderly Intangible Cultural Heritage Education

摘要: 在人口老龄化与数字技术深度交汇的背景下，老年非遗教育面临内容适配性不足、统一教学与差异化需求冲突等结构性困境。本研究以佛山市社区教育为场域，构建“技术赋能–主体特征–内容属性”三维分析框架，提出“适老化非遗学习闭环”教学模式，通过个性化诊断、分层教学、智能反馈与意义建构四阶动态循环，将因材施教原则系统落地于AIGC支持的老年非遗课堂。基于15名学员的半结构化深度访谈及扎根理论分析，提炼出技术赋能感、学习成就感、文化认同感与社交归属感四大核心范畴，揭示了“纵向自我效能”“代际互惠”等积极机制。研究同时审慎指出，该模式存在“去技艺化”风险、数字获益鸿沟内移及算法审美对地方性标准的隐性改写等问题，并据此廓清了模式在对象、内容与前置条件上的适用边界。研究为社区教育数字化转型与非遗活态传承提供了兼具理论解释力与实践约束意识的分析范式。

Abstract: Amid the convergence of population aging and digital transformation, elderly intangible cultural heritage education confronts structural challenges, including insufficient content adaptation and tensions between standardized curricula and learners’ differentiated needs. Taking the community education system in Foshan City as the research setting, this study develops a three-dimensional analytical framework that integrates technology empowerment, learner characteristics, and content attributes. It proposes an “age-friendly ICH learning loop” instructional model, which operationalizes individualized teaching in AIGC-supported elderly ICH classrooms through a dynamic cycle of personalized diagnosis, stratified instruction, intelligent feedback, and meaning construction. Drawing on semi-structured in-depth interviews with 15 participants and grounded theory analysis, four core categories emerge: sense of technological empowerment, learning achievement, cultural identity, and social belonging, revealing positive mechanisms such as “vertical self-efficacy” and intergenerational reciprocity. The study also critically identifies potential adverse effects—including the risk of de-skilling, the inward migration of digital benefit divides, and the subtle reshaping of local aesthetic criteria by algorithmic aesthetics—and delineates the model’s application boundaries with respect to learner profiles, content types, and prerequisite conditions. This research offers an analytical paradigm that combines theoretical explanatory power with practical boundary awareness for the digital transformation of community education and the living transmission of ICH.