高职教师人工智能素养的构成要素及提升路径

Components and Development Pathways of Artificial Intelligence Literacy for Teachers of Higher Vocational College

摘要: 随着智能技术在职业教育领域的广泛应用，高职教师在教学模式、专业能力及育人职责方面面临系统性变革。本文以高职教育实践为基础，探讨了高职教师智能技术素养的内涵、特征及构成要素，提出由“智能认知与伦理、智能教学应用、人机协同育人、智能专业发展”构成的四维螺旋模型，揭示技术认知、教育实践、价值判断与专业发展之间的内在关联。本研究进一步分析了当前高职教师智能素养建设中存在的认知偏差、培训体系不足、制度保障缺失及文化生态滞后等问题。基于此，提出通过构建分层分类培训体系、建设校本实践共同体、完善评价与制度保障机制、营造技术向善的组织文化生态等路径，以实现高职教师智能素养的系统提升，从而促进教师角色转型与职业教育高质量发展。

Abstract: With the widespread application of intelligent technologies in vocational education, teachers of higher vocational college are undergoing systematic transformations in teaching models, professional competencies, and educational responsibilities. Based on practical experiences in higher vocational education, this paper explores the connotation, characteristics, and constituent elements of intelligent technology literacy for teachers, proposing a four-dimensional spiral model comprising “intelligent cognition and ethics, intelligent teaching applications, human-machine collaborative education, and intelligent professional development”, which reveals the intrinsic connections among technological understanding, educational practice, value judgment, and professional growth. The study further analyzes current challenges in cultivating intelligent literacy among higher vocational teachers, including cognitive biases, inadequate training systems, lack of institutional support, and lagging cultural ecosystems. Building upon these findings, it suggests pathways to systematically enhance teachers’ intelligent literacy—such as establishing tiered and categorized training systems, fostering school-based practice communities, improving evaluation and institutional mechanisms, and cultivating an organization culture that promotes ethical use of technology—thereby facilitating the transformation of teacher roles and advancing high-quality development in vocational education.