| 杨俊生.情境赋能：数字化提升职业教育质量的倍增效应[J].军事高等教育研究,2026,49(2):19-25，68 |
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| 情境赋能：数字化提升职业教育质量的倍增效应 |
| Situational Empowerment：The Multiplier Effect of Digitalization in Enhancing Vocational Education Quality |
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| DOI：10.3969/j.issn.2097-4043.2026.02.004 |
| 中文关键词: 数字化 情境赋能 职业教育 倍增效应 |
| Key Words:digitalization situational empowerment vocational education multiplier effect |
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| 中文摘要: |
| 文章综合运用文献研究法、逻辑演绎法与案例分析法，聚焦数字化赋能职业教育的质量提升路径，旨在探究情境赋能在其中催生的倍增效应。所谓情境赋能，是指通过构建真实或虚拟的沉浸式教学场景，助力学习者深化知识理解、锤炼实践技能、激发创新潜能的教育范式。而数字化赋能职业教育，本质是将虚实融合、智能交互等数字技术与职业教育的实践性特质深度耦合，打造与教学目标高度契合的数字化情境，进而实现教与学效能的双重提升。具体而言，数字技术建构的特定情境对职业教育的赋能价值主要体现在四个维度。其一，推动学习者从知识接收者到职业从业者的身份跃迁，重构自我具身认知；其二，促成学习者“心智认知—身体实践—情境感知”的深度交织，培育情感依存；其三，以契合学习者游戏化学习冲动的方式，实现寓教于乐的沉浸式体验；其四，创新“自我反思式学习—群体协同式探究”的教育模式，激活协同效能。这四个维度相互支撑、层层递进，从底层逻辑上为职业教育质量的倍增式提升提供了坚实支撑。 |
| Abstract: |
| This paper comprehensively adopts the methods of literature research，logical deduction and case analysis，focusing on the path of improving the quality of vocational education empowered by digitalization，with the core aim of exploring the multiplicative effect generated by situational empowerment in this process. Situational empowerment refers to an educational paradigm that helps learners deepen their understanding of knowledge，temper practical skills and stimulate innovative potential by constructing immersive teaching scenarios that are either real or virtual. In essence，the digital empowerment of vocational education means the deep integration of digital technologies such as virtual-real fusion and intelligent interaction with the practical characteristics of vocational education，so as to create digital scenarios highly aligned with teaching objectives and further achieve the dual improvement of teaching and learning efficiency. Specifically，the empowering value of the specific scenarios constructed by digital technologies for vocational education is reflected in four dimensions：First，it promotes the identity transition of learners from knowledge recipients to professional practitioners，and reconstructs their embodied self-cognition；Second，it facilitates the in-depth integration of learners’“mental cognition—physical practice—situational perception”，and fosters emotional dependence；Third，it achieves immersive experience of edutainment by catering to learners’impulse for gamified learning；Fourth，it innovates the educational model of“self-reflective learning—group collaborative inquiry”and activates collaborative efficiency. These four dimensions support each other and progress in a hierarchical manner，providing a solid underpinning for the multiplicative improvement of vocational education quality from the perspective of underlying logic. |
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