中职教师人工智能素养框架构建与提升路径研究——基于多案例访谈的实证分析

Research on the Construction and Improvement Path of Secondary Vocational Teachers’ Artificial Intelligence Literacy Framework—An Empirical Analysis Based on Multi-Case Interviews

摘要: 人工智能技术的迅猛发展正驱动职业教育生态的深刻变革，教师人工智能素养成为转型的关键支点。然而，现有研究与实践多聚焦高等教育与基础教育，对在职业教育体系中规模最大、基础性最强的中等职业学校教师群体关注严重不足，使该群体陷入“技能培养前端”与“素养支持末端”的结构性困境。为破解此难题，本研究旨在构建一个贴近中职教育真实场域的人工智能素养框架，并探究其现实发展水平与提升路径。通过系统梳理国内外11个代表性教师AI素养框架，确立了以“认识与理解、应用、评价与创造、伦理”为核心的四维度框架。进而，采用半结构化访谈法，对9名不同专业背景的中职教师进行深度调研，并运用Nvivo软件进行质性分析。研究发现，当前中职教师AI素养呈现“认知表面化、应用边缘化、评估创造能力缺失、支持体系薄弱”四大突出问题，其根源在于原理性知识匮乏、专业适配资源短缺及培训激励机制错位。基于此，提出系统性的提升路径，宏观层面构建以专业化资源与平台为核心的支持生态，中观层面推动学校进行精准培训与制度创新，微观层面引领教师实现从“工具使用者”到“智慧教育者”的身份进化，以期为推动我国职业教育数字化转型、筑牢技术技能人才培养根基提供理论参考与实践指引。

Abstract: The rapid development of artificial intelligence technology is driving profound changes in the vocational education ecosystem, and teachers’ artificial intelligence literacy has become a key pivot for this transformation. Nevertheless, existing research and practices mainly focus on higher education and basic education, with insufficient attention paid to secondary vocational school teachers, the largest and most fundamental group in the vocational education system. This puts this group in a structural dilemma of “being at the forefront of skill training but at the end of literacy support”. To solve this problem, this study aims to construct an artificial intelligence literacy framework adapted to the real scenario of secondary vocational education and explore the current development level and improvement paths of teachers’ AI literacy. By systematically sorting out 11 representative foreign and domestic teachers’ AI literacy frameworks, this study establishes a four-dimensional framework centered on “cognition and understanding, application, evaluation and creation, and ethics”. Furthermore, semi-structured interviews are conducted with 9 secondary vocational teachers of different professional backgrounds, and Nvivo software is used for qualitative analysis. The research finds that secondary vocational teachers’ current AI literacy presents four prominent problems: superficial cognition, marginalized application, lack of evaluation and creation ability, and weak support system. The root causes lie in the deficiency of principled knowledge, the shortage of major-adapted teaching resources, and the misalignment of training and incentive mechanisms. On this basis, this study proposes a systematic improvement path. At the macro level, a supportive ecosystem centered on professional resources and platforms is constructed. At the meso level, schools are promoted to carry out targeted training and institutional innovation. At the micro level, teachers are guided to realize identity evolution from “tool users” to “intelligent educators”. This research provides theoretical reference and practical guidance for promoting the digital transformation of vocational education and consolidating the foundation of technical and skilled talent training in China.