中国电化教育

人工智能快速发展、知识生产方式深刻变革以及全球文明互动持续深化,正在重塑教育生态与教师职业形态,并对教师培养提出新的时代命题。该文立足未来教育发展的宏观趋势,以未来社会变迁与教师专业发展关系为分析主线,采用“未来情境分析—角色提炼—能力映射”的理论建构路径,在系统梳理OECD、 UNESCO、 WEF等国际组织未来教育框架以及我国教育强国建设相关政策的基础上,探讨未来教师的角色重塑逻辑、能力进阶方向与培养路径。研究发现:未来教育发展的核心驱动力主要表现为技术革命、经济生产转型和价值文明重构三重变革,由此推动教师从传统知识传授者逐步转向人机协同的学习设计师、复杂能力的培养者和公共价值的引导者。与之相对应,未来教师需要形成数据驱动教育决策能力、个性化学习路径设计能力、专业判断与伦理关怀能力等九项核心能力,构建兼具技术理性、实践智慧与价值自觉的能力体系。基于此,该文从培养目标重构、课程体系创新、实践机制变革和专业共同体建设等方面提出未来教师培养的实践路径。研究认为,未来教师培养的关键不在于技术能力的简单叠加,而在于实现教师角色、专业能力与教育使命的整体重构,从而为教育强国建设背景下教师教育改革提供理论依据与实践参考。

The rapid advancement of artificial intelligence, profound transformations in knowledge production, and the continuous deepening of global civilizational interactions are reshaping the educational ecosystem and the teaching profession, thereby posing new challenges for teacher preparation. Grounded in the macro-trends of future educational development and taking the relationship between social transformation and teacher professional development as the analytical focus, this study adopts a theoretical construction path of “future scenario analysis—role extraction—competency mapping.” By systematically reviewing future education frameworks from international organizations(e.g., OECD, UNESCO, WEF) and policies regarding the construction of a leading country in education in China, this paper explores the logic of role reconfiguration, the direction of competency evolution, and the pathways for preparing future teachers. The findings reveal that the core driving forces of future educational development are manifested in a tripartite transformation: technological revolution, economic production transition, and value-civilization reconstruction. These forces propel teachers to transition from traditional knowledge transmitters to human-machine collaborative learning designers, cultivators of complex competencies, and guides of public values. Correspondingly, future teachers must develop nine core competencies—including data-driven educational decision-making, personalized learning path design, and professional judgment with ethical care—to construct a competency system that integrates technical rationality, practical wisdom, and value consciousness. Based on these findings, this paper proposes practical pathways for future teacher preparation in terms of reconstructing educational objectives, innovating curriculum systems, reforming practical mechanisms, and building professional communities. The study concludes that the key to preparing future teachers lies not in the simple accumulation of technical skills, but in achieving a holistic reconstruction of teachers' roles, professional competencies, and educational missions, thereby providing a theoretical basis and practical reference for teacher education reform in the context of building a leading country in education.