中高职英语教师在人工智能时代的育人主导作用研究

The Dominant Role of Secondary andHigher Vocational English Teachers in Education in the Era of Artificial Intelligence

摘要: 人工智能时代，高职英语教师的育人主导作用面临技术替代与角色重构的双重挑战。本文基于《教师生成式人工智能应用指引（第一版）》“教师应始终发挥育人主导作用”的政策要求，系统诊断当前高职英语教师面临的职业身份迷失、AI应用碎片化、育人评价体系滞后、理论支撑薄弱等现实困境。在实践路径层面，提出沉浸式思政育人、创造中寻找价值、对比翻译教学三大策略：通过提问式目标导向教学引导学生自主完成价值体悟；借助AI视频创作实现从被动接受者到主动表达者的转变；利用翻译选词对比训练培育学生的文化自觉与立场辨识能力。在机制保障层面，主张构建教师协同分工机制、多元化能力认证体系及“定性 + 定量、过程 + 结果”并重的动态评估框架。研究表明，AI时代教师的核心价值已从知识传授转向价值引领、情感连接与意义赋予，教师的育人主导作用体现在人际协同格局中做判断、给意义、供建议。本文为中高职英语教学在AI时代的育人转型提供了可操作的理论框架与实践参考。

Abstract: In the era of artificial intelligence, the dominant role of higher vocational English teachers in education faces dual challenges of technological substitution and role reconstruction. Grounded in the policy requirement that “teachers should always play the dominant role in education” as articulated in the Teacher Application Guidelines for Generative Artificial Intelligence (First Edition), this paper systematically diagnoses the current practical predicaments confronting higher vocational English teachers, including professional identity crisis, fragmented AI application, lagging educational evaluation systems, and weak theoretical support. In terms of practical pathways, three core strategies are proposed: “immersive ideological and political education,” “seeking value in creation,” and “contrastive translation teaching.” These strategies involve: guiding students to autonomously complete value realization through question-oriented goal-directed teaching; facilitating students’ transformation from passive recipients to active expressers via AI-assisted video creation; and cultivating students’ cultural awareness and stance identification capabilities through contrastive training in translation word selection. At the mechanism level, this paper advocates for the establishment of collaborative teacher division mechanisms, diversified competency certification systems, and a dynamic evaluation framework that equally emphasizes “qualitative plus quantitative, process plus outcome” dimensions. The research demonstrates that the core value of teachers in the AI era has shifted from knowledge transmission to value guidance, emotional connection, and meaning attribution, and that teachers’ dominant role in education is manifested in making judgments, providing meaning, and offering suggestions within the framework of human-machine collaboration. This paper provides an actionable theoretical framework and practical references for the educational transformation of secondary and higher vocational English teaching in the AI era.