人工智能时代中职精准教学模式的理论重构与范式转型

Theoretical Reconstruction and Paradigm Transformation of Precision Teaching Model in Secondary Vocational Education in the Era of Artificial Intelligence

摘要: 人工智能技术的深度嵌入，为中职精准教学回应技能型人才培养的特殊需求提供了新的可能。然而，当前中职精准教学面临行为主义预设与技能建构本质的根本错位、技术理性与育人价值的深层张力等理论困境，其根源在于传统精准教学的行为主义范式难以适配中等职业教育的特殊场域。研究从技能习得的本质出发，分析人工智能时代中职精准教学的应然之态，进而推演在AI条件下精准教学的目标逻辑、诊断逻辑、干预逻辑与评价逻辑的转型重构，推动精准教学从行为主义范式向建构主义范式的转型。最终，理清AI使中职领域的精准教学从行为测量走向认知建构、从群体分层走向个体适配成为可能的逻辑内涵。

Abstract: The deep integration of artificial intelligence technology provides new possibilities for precision teaching in secondary vocational education to meet the special needs of skilled talent cultivation. However, current precision teaching in secondary vocational education faces theoretical dilemmas, including the fundamental dislocation between behaviorist presuppositions and the essence of skill construction, as well as the deep-seated tension between technological rationality and educational value. The root cause is that the behaviorist paradigm of traditional precision teaching can hardly adapt to the unique context of secondary vocational education. Starting from the nature of skill acquisition, this study analyzes the ideal state of precision teaching in secondary vocational education in the era of artificial intelligence, and further deduces the transformation and reconstruction of the goal logic, diagnostic logic, intervention logic and evaluation logic of precision teaching empowered by AI, so as to promote the shift of precision teaching from the behaviorist paradigm to the constructivist paradigm. Finally, it clarifies the logical connotation that AI makes it possible for precision teaching in secondary vocational education to move from behavior measurement to cognitive construction and from group stratification to individual adaptation.