GAI技术时代高校教师新质素养的理论模型建构

Theoretical Model Construction of New Quality Literacy for University Teachers in the Era of GAI Technology

摘要: 生成式人工智能(GAI)正在深刻重塑高等教育的形态与高校教师的角色定位。立足新质生产力发展对人才培养的新要求，研究在祝智庭等提出的教师“新质素养”基础上，从认识论、价值论、实践论三个层面深化其内涵，构建了“三维度、六核心”理论模型。该模型以人机协同为整合性逻辑，从认知重构、思维升级到行为变革三个递进维度，系统建构了六个核心素养及其运作机制，并提供可观测的行为指标。模型在与TPACK、数字素养等既有框架的对比中明确了继承、发展与独特贡献，突破了传统教师素养研究的“要素叠加”范式，揭示了教师从“技术适应者”向“生态设计者”角色跃迁的递进机制，为GAI时代高校教师素养研究提供了系统性的理论分析框架，亦可为教师培训、能力评价与自主发展提供实践指引。

Abstract: Generative Artificial Intelligence (GAI) is profoundly reshaping the form of higher education and the role orientation of university teachers. Based on the new requirements for talent cultivation in the development of new productive forces, this study deepens the connotation of the “new quality competencies” of teachers proposed by Zhu Zhiting et al. from three levels: epistemology, axiology, and praxiology, and constructs a “three-dimensional, six-core” theoretical model. This model adopts human-machine collaboration as its integrative logic, systematically constructs six core competencies and their operational mechanisms from three progressive dimensions: cognitive reconstruction, thinking upgrading, and behavioral transformation, and provides observable behavioral indicators. By comparing this model with existing frameworks such as TPACK and digital literacy, it clarifies inheritance, development, and unique contributions, breaks through the “element superposition” paradigm of traditional teacher competency research, reveals the progressive mechanism of teachers’ role transition from “technology adopters” to “ecosystem designers”, and provides a systematic theoretical analysis framework for the competency research of university teachers in the GAI era. It can also provide practical guidance for teacher training, ability evaluation, and self-development.