摘要

在人工智能与教育深度融合的背景下，AIGC视觉化技术正深刻重塑课堂视觉教学的内容生产与呈现方式，但当前教师在该领域的能力参差不齐，且缺乏系统化的专项素养分层培养体系。本研究以洋葱模型为理论框架，阐释教师AIGC视觉化教学素养的基本内涵，揭示其与洋葱模型在“由外向内、层层递进”逻辑上的高度契合性，进而构建涵盖“技能—理念—内驱”三层次的教师AIGC视觉化教学素养洋葱模型，明确各层级要素的核心特征与培养难度。在此基础上，从制度保障、研训机制和文化生态三个维度提出系统化提升路径，包括完善激励与资源支持制度、建设校本教研与证据驱动研训机制、营造鼓励创新与内驱激发的文化生态网络，旨在推动教师从“技术会用”向“育人善用”跃迁，为新时代教师智能教育素养的专项发展提供理论依据与实践参考。

Abstract

Abstract：Against the backdrop of deep integration between artificial intelligence and education, AIGC visualization technology is profoundly reshaping the content production and presentation methods of visual teaching in classrooms. However, current teachers' capabilities in this field remain uneven, lacking a systematic, tiered professional competency training framework. This study adopts the onion model as a theoretical framework to elucidate the fundamental connotations of teachers' AIGC visualization teaching competencies, revealing their high alignment with the "from outer to inner, progressive layering" logic of the onion model. Subsequently, it constructs an onion model of teachers' AIGC visualization teaching competencies encompassing three tiers—"skills, concepts, and intrinsic motivation"—and clarifies the core characteristics and cultivation challenges of each tier. Building upon this foundation, systematic improvement pathways are proposed from three dimensions: institutional safeguards, research-training mechanisms, and cultural ecosystems. These include refining incentive and resource support systems, establishing school-based teaching research and evidence-driven training mechanisms, and fostering a cultural ecosystem network that encourages innovation and intrinsic motivation. The aim is to propel teachers from merely "technological proficiency" to "pedagogical adeptness," providing theoretical foundations and practical references for the specialized development of teachers' intelligent education competencies in the new era.

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