区域职教教研员智能教育素养的培养策略和途径浅探  

On the Training Strategies and Approaches of Intelligent Education Literacy for Regional Vocational Education Teachers

作　　者：乐颖 YUE Ying(Nanjing Vocational Education(Adult)Teaching and Research Office,Nanjing Jiangsu 210018,China)

机构地区：[1]南京市职教(成人)教研室,江苏南京210018

出　　处：《泰州职业技术学院学报》2024年第1期13-16,共4页Journal of Taizhou Polytechnic College

基　　金：2022年第五期江苏省职业教育教学改革研究课题(ZYBB4,课题负责人:乐颖,刘永贵);南京市教育科学“十四五”规划课题(L/2021/072,课题负责人:乐颖,汪波).

摘　　要：文章通过剖析职教教研员中呈现出的专业教研能力分散、跨界创新意识缺乏、新型专业能力薄弱、信息化教学引领力不足等诸多问题,从意识理念、知识与技能、伦理道德三方面对职教教研员智能教育素养内涵做了全新阐释,并以南京职业教育的基于“AI智能教研系统”的课堂分析循证和基于知识建构的跨专业、跨学科的教师高阶思维培养为典型案例,提出了以“智慧教研大环境”建设为核心,以“四阶段推进”为实施路径的职教教研员智能教育素养培养策略。This article analyzes the various problems presented by vocational education researchers,such as scattered professional research abilities,lack of cross-border innovation awareness,weak new professional abilities,and insufficient leadership in information technology teaching.The article reinterprets the connotation of the intelligence education literacy of teaching and research staff from three aspects:consciousness,knowledge and skills,and ethics.It also takes the classroom analysis evidence-based on"AI Intelligent Teaching and Research System"and the cultivation of teachers'high-level thinking ability across majors and inter-disciplines based on knowledge construction in Nanjing as typical cases.It puts forward a strategy for cultivating the intelligence education literacy of teaching and research staff,with"Smart Teaching and Research Environment"as the core and"Four-Stage Progression"as the implementation path.

关 键 词：职教教研员 智能教育素养 深度教研 智慧教研大环境 

分 类 号：G710[文化科学—职业技术教育学]