中国职业技术教育

基于技术接受模型（TAM）等框架，以2025年世界职业院校技能大赛参赛师生为对象开展大规模问卷调查，运用结构方程模型等方法，系统揭示了生成式人工智能工具在备赛过程中的作用机制。结果显示：学生对AI应用行为呈现显著的任务驱动整合性，解构了理论预设的“浅—中—深”应用层级，表明技术拉平了不同难度任务的操作门槛；感知风险性在高利害竞赛情境中功能发生根本逆转，作为“高收益信号”显著增强了感知有用性对应用深度的驱动；AI使用频率存在显著的“双刃剑”效应，既传递有用性的正向激励，亦可因诱发“替代性接管”而显著抑制竞赛表现；“平衡协同”是师生共同认可的高效能区间，但师生在能力成长评价上存在显著的认知错位。基于上述发现，建议重构以“认知主权”为核心的素养目标、革新聚焦“人机增值”的过程性评价、构建透明化的协同学习文化，从而深化智能时代“以赛促教、以赛促学”的协同育人范式。

Based on the framework of the Technology Acceptance Model(TAM), a large-scale questionnaire survey was conducted among teachers and students participating in the 2025 World Vocational College Skills Competition. The structural equation model and other methods were used to systematically reveal the mechanism of generative artificial intelligence tools in the preparation process. The results show that students' AI application behavior exhibits significant task-driven integration, deconstructing the "shallow-medium-deep" application-level theoretical presupposition, indicating that technology has flattened the operational threshold across different difficult tasks; the function of perceived risk undergoes a fundamental reversal in the context of high-stakes competition. As a "high-yield signal", perceived risk significantly enhances the driving effect of perceived usefulness on application depth. The frequency of AI use has a significant "double-edged sword" effect, which not only conveys the positive incentive of usefulness but also significantly inhibits competition performance by inducing "alternative takeover". "Balanced synergy" is a high-efficiency interval commonly recognized by teachers and students, but there is a significant cognitive dislocation between teachers and students in the evaluation of ability growth. Based on the above findings, it is suggested to reconstruct the literacy goal with "cognitive sovereignty" as the core, innovate the process evaluation focusing on "human-machine value-added," and construct a transparent collaborative learning culture, to deepen the collaborative education paradigm of "promoting teaching and learning by competition" in the intelligent era.