职业技术教育2026，Vol.47Issue(13)：26-32,7.
人工智能驱动中国特色职教教师教育模式的逻辑、困境与路径
The Logic,Dilemmas and Pathways of AI-driven Teacher Education Model with Chinese Characteristics in Vocational Education
摘要
Abstract
Against the backdrop of educational digitalization,the teacher education model with Chinese characteristics in vocational education is at a critical stage of in-depth integration between technology empowerment and local adaptation.The development of artificial intelligence has shifted the model from experience-driven to data-driven and intelligent decision-making supported,forming a structural feature of coordinated interaction among technical logic,educational logic and policy logic.Specifically,technical logic targets the precision and individualization of teacher capacity supply;educational logic focuses on the structural development of compound competencies of"dual-qualified"teachers;and policy logic ensures the effective integration of technological application and teacher development through institutional coordination.Nevertheless,practical dilemmas remain in insufficient technological adaptation,disconnected educational structures and lagging policy coordination.Accordingly,it is necessary to consolidate data foundation and construct a teacher competency portrait system integrating educational and industrial data,innovate training mechanisms to promote the collaborative education model of"AI+double-tutor system",and improve institutional environment with standard guidance and mechanism innovation to strengthen policy coordination,so as to realize systematic optimization and high-quality development of the model.关键词
人工智能/职教教师教育模式/中国特色/技术赋能/教师发展Key words
artificial intelligence/vocational teacher education model/Chinese characteristics/technological empowerment/teacher development分类
社会科学引用本文复制引用
陈昱宁,黄培森..人工智能驱动中国特色职教教师教育模式的逻辑、困境与路径[J].职业技术教育,2026,47(13):26-32,7.基金项目
2024年度国家社会科学基金教育学一般项目"以'向乡性'为核心特质的乡村教师育人能力生成逻辑与提升机制研究"(BRA240223),主持人:黄培森 （BRA240223）
