中国职业技术教育

智能体的广泛出现为职业院校教师发展与学习模式构建提供了新的思路。通过赋能教师知识更新、专业发展组织形态革新及组织空间拓展等方式，智能体提供了教师跨界学习共同体的基础。智能体重构了职业院校教师学习共同体的多重主体身份，拓展了多重学习空间与多元共创的研修模式，形成了以“四层立体化架构”为内容支撑、“闭环生态化体系”为运行机制、“多维度价值升级”为效果预期的新框架，创造了教师学习共同体的新形态。为落实上述框架，需要培育基于智能认知范式的教师发展理念，理解智能时代教师学习与学习共同体的创新特征，构建智能体驱动的教师学习共同体创新生态制度支撑，搭建基于多元智能体技术的智能底座与资源体系，创新基于智能体的教师学习共同体的发展生态，从而转向智能时代职业院校教师学习共同体的新范式。

The widespread emergence of intelligent agents provides new ideas for the development and learning mode construction of vocational college teachers. By empowering teachers to update their knowledge, innovate their professional development organizational forms, and expand their organizational space, intelligent agents provide the foundation for teachers' cross-border learning communities. The intelligent agents have constructed multiple subject identities for the learning community of vocational college teachers, expanded multiple learning spaces and diversified co-creation training models, formed a new framework supported by the "four layer three-dimensional architecture", the "closed-loop ecological system" as the operating mechanism, and the "multi-dimensional value upgrading" as the expected effect, and created a new form of teacher learning community. To implement the above framework, it is necessary to cultivate a teacher development concept based on the intelligent cognitive paradigm, understand the innovative characteristics of teacher learning and learning communities in the intelligent era, construct an intelligent agent driven innovation ecosystem for teacher learning communities, build an intelligent base and resource system based on multi-agent technology, innovate the development ecosystem of teacher learning communities based on intelligent agents, and thus shift towards a new paradigm of teacher learning communities in vocational colleges in the intelligent era.