高职教师课程思政教学能力的现状特征与精准培养策略研究

Teaching Competence in Curriculum Ideology and Politics among Higher Vocational College Teachers: Current Characteristics and Targeted Professional Development Strategies

摘要: 基于教师专业发展理论构建高职教师课程思政教学能力五维分析框架，以重庆市102名高职教师为样本，采用描述统计、K-means聚类和二元Logistic回归进行分析。结果表明：教师整体自评水平较高，但各维度表现并不均衡，数字赋能与评价反思相对较弱；聚类形成高能力型和能力提升型两类教师，其差异主要体现为整体能力水平不同，五个维度的相对表现基本一致；人口统计及职业背景特征对能力类型的整体区分作用有限。高职院校应基于教师实际能力识别培养需求，实施差异化培养，并将数字赋能与评价反思作为共性内容重点强化。

Abstract: Drawing on teacher professional development theory, this study develops a five-dimensional analytical framework for teaching competence in Curriculum Ideology and Politics among higher vocational college teachers. Data from 102 teachers at higher vocational colleges in Chongqing were analyzed using descriptive statistics, K-means clustering, and binary logistic regression. The results show that teachers reported a relatively high overall level of competence, although performance across the five dimensions was uneven, with digital empowerment and evaluation and reflection relatively weaker. Cluster analysis identified two groups: a high-competence group and a competence-improvement group. The two groups differed mainly in their overall competence levels, while their relative performance across the five dimensions was broadly similar. Demographic and professional background characteristics showed limited overall discriminatory power in distinguishing between the two groups. Higher vocational colleges should therefore identify professional development needs based on teachers’ actual competence, provide differentiated professional development, and strengthen digital empowerment and evaluation and reflection as common priority areas.