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AI赋能教育已成为重要研究热点,然而现有成果多聚焦于“应然”模式构建,对真实情境中学生AI使用行为的“实然”刻画明显不足。为填补这一研究空白,该研究基于用户画像理论,通过对315名高职学生的问卷调查与对应分析,系统揭示了AI使用的实然行为样态及其影响因素。研究发现:在工具维度上, AI使用行为呈现“通用工具盲目化、专业工具协作化、职教工具边缘化”的特征;在使用场景维度上,教师引导与盲目使用行为相关,而同伴协作则催生谨慎使用行为;在使用频率维度上,使用行为与AI使用频率呈类“U型”非线性关系。进一步分析表明,具备较高自我效能感、专业认同度及学业成就的学生,往往能够以审慎、自主的方式使用AI,而处于弱势的学生则更容易陷入盲目依赖AI的困境。基于这些发现,研究提出应从技术整合与教学两个层面构建“AI物理资源与AI使用能力”的双向可及性,从而推进AI有效赋能职业教育。
Abstract：Artificial intelligence(AI) empowered education has become a major research focus in recent years. However, existing studies primarily emphasize the idealized(“ought-to-be”) models of AI integration, while empirical portrayals of students' actual(“as-is”) AI use behaviors in real learning contexts remain limited. To address this research gap, this study conducted a questionnaire survey and correspondence analysis involving 315 vocational college students based on user profile theory, systematically revealing the authentic behavioral patterns of AI use and their influencing factors. The results show that, at the tool dimension, students' AI use behaviors are characterized by the blind use of general AI tools, the collaborative use of professional AI tools, and the marginalization of vocationally specific AI tools. At the contextual dimension, teacher guidance is associated with blind use behaviors, whereas peer collaboration tends to foster cautious and reflective use. At the frequency dimension, AI use behaviors and usage frequency demonstrate a U-shaped nonlinear relationship. Further analysis indicates that students with higher levels of self-efficacy, professional identity, and academic achievement tend to use AI in a prudent and autonomous manner, while those in disadvantaged positions are more prone to blind dependence on AI. Based on these findings, the study proposes to guarantee the accessibility of AI facility resource and AI-use competency in technological and pedagogical aspects, thereby promoting the effective empowerment of vocational education through AI.
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基本信息:
中图分类号:TP18;G715.5
引用信息:
[1]鄢彩玲,赵仕宇.高职学生AI使用行为画像及其影响因素研究[J].中国电化教育,2026,No.475(08):126-134.
基金信息:
福建省社会科学基金项目2024年度一般项目“数字经济背景下制造业数智人才职业能力模型建构及实证探究”（项目编号：FJ2024B146）研究成果
2026-08-06
2026-08-06