数字化背景下职业教育教师教学能力现状及提升策略研究

Abstract

Digital transformation has posed new requirements for the teaching competencies of vocational education teachers. This study assessed the current status of teachers' competencies across six dimensions—curriculum development, teaching implementation, professional knowledge, industry practice, digital literacy, and research capability—through a survey of 1,024 vocational education teachers across China. The findings reveal that: (1) teachers perform well in teaching implementation and professional knowledge (mean value 4.01), while showing relative weakness in curriculum development and industry practice (mean value 3.68); (2) teachers' educational background, teaching experience, age, and professional title significantly influence their competencies, with teachers of higher qualifications, longer experience, older age, and higher titles generally demonstrating superior performance; (3) notable disparities exist in digital teaching capabilities among different teacher groups. Based on these findings, this paper proposes four targeted strategies: establishing a stratified training system, deepening industry-education integration and school-enterprise cooperation, strengthening digital teaching technology application, and improving teacher evaluation and incentive mechanisms.