数智化转型背景下“双师型”教师教学评价的重构路径 ——基于布迪厄场域理论的视角

摘要

伴随教育评价改革持续深入与数字技术向职业教育的纵深渗透，“双师型”教师教学评价正处在由经验主导迈向数据驱动的过渡期。这一过渡期里，旧的评价逻辑开始失效，新的评价范式尚未稳固，问题集中显现。本研究以布迪厄场域理论为观察透镜，借鉴文献分析、理论推演与系统分析等研究方法，搭建起“场域—资本—惯习”的三维解释框架，从社会学视角切入“双师型”教师教学评价面临的现实难题。透过分析发现，评价主体认知偏差、相关利益方博弈干扰、实践教学资源支撑薄弱，是当前尤为突出的三方面困境，彼此之间相互交织，束缚着“双师型”队伍整体质量的提升。本研究据此提出破局思路：把“以人为本”作为价值方向，把职业场域和数智时代作为两条支撑基线，把“教学评一致性”、区域性教师研修共同体、校内外一体化实训基地作为三条落地路径。期望能够为“双师型”教师队伍在新时期的高质量建设，提供兼具学理依据与实操价值的参考。

Abstract

Against the backdrop of the ongoing reform of educational evaluation and the deepening penetration of digital technology into vocational education, the teaching evaluation of "dual-qualified" teachers is currently navigating a critical transition from an experience-driven to a data-driven paradigm. In this transitional phase, the established evaluation logic is gradually losing its explanatory power, while the emerging paradigm has yet to attain stability, giving rise to a pronounced concentration of problems. Taking Bourdieu's field theory as an interpretive lens and employing literature analysis, theoretical reasoning, and systematic analysis as its research methods, this study constructs a three-dimensional analytical framework of “Field—Capital—Habitus” to investigate, from a sociological perspective, the practical dilemmas confronting the teaching evaluation of “dual-qualified” teachers. The analysis identifies three particularly salient challenges: cognitive biases among evaluation subjects, distortions induced by stakeholder contestation, and weak institutional support for practical teaching resources. These three challenges are mutually intertwined and collectively constrain the overall quality improvement of the “dual-qualified” teacher workforce. Accordingly, the study proposes a breakthrough strategy: adopting a “people-oriented” approach as the guiding value, anchoring the vocational field and the digital-intelligent era as two foundational pillars, and operationalizing the “alignment of teaching, learning, and evaluation”, regional teacher professional development communities, and integrated school-enterprise training bases as three implementation pathways. The study is expected to provide a reference that integrates theoretical rigor with practical relevance for advancing the high-quality development of the "dual-qualified" teacher workforce in the new era.

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