从“存储”到“对话”:AI时代高职课堂抬头率困境的弗莱雷式反思
张丹1王一2
(泉州轻工职业学院，福建泉州362200)
[摘要]高职课堂抬头率低是一线教师普遍面临的现实困扰，然而，这一现象往往被归因为学生态度不端正、手机干扰过大或教学方式单一等。这些解释虽然有一定的道理，但却将结构性问题转化为个体责任。事实上，当课堂把学生定位为知识的被动接受者，低头就成了必然产物。如今，AI时代到来，知识变得人人随时可得，存储式教育更失去了原本的功能，这一问题也被明显暴露出来。本文借助巴西教育家保罗·弗莱雷的存储式教育及对话式教育理论，揭示困境的深层问题，同时指出弗莱雷理论在AI时代高职语境下的适用范围及重构目标，在此基础上提出通过价值重构、角色重构和评价重构的路径，有策略增加课堂的对话与问题导向，以期为AI时代高职课堂改革提供可行性参考。
[关键词]AI时代;保罗·弗菜雷;对话式教学;高职课程;存储式教育
From Banking to Dialogue : A Freirean Reflection on the Challenge of Student
Engagement in Higher Vocational Classrooms in the AI Era
ZHANG Danl, WANG Yi2
(Quanzhou Light Industry Vocational College, Quanzhou, Fujian 362200, China)
[Abstract] Low head-lifting rates in higher vocational classrooms are a common practical challenge facedby frontline teachers. However, this phenomenon is often attributed to students' poor attitudes, excessivedistractions from mobile phones, or monotonous teaching methods. While these explanations have some validity.they transforn a structural problem into individual responsibilities, In fact, when the classroom positionsstudents as passive recipients of knowledge, lowering their heads becomes an inevitable outcome. Nowadays.with the advent of the AI era, where knowledge is accessible to everyone at any time, banking education haslargely lost its original function, and this issue has become increasingly exposed. Drawing on the theories ofbanking edueation and dialogie education proposed by the Brazilian educator Paulo Freire, this paper revealsthe deeper structural problems underlying this dilemma. It also identifies the applicability and reconstructiongoals of Freire's theories within the context of higher vocational education in the Al era. On this hasis, thepaper proposes pathways through the reconstruction of values, roles, and assessment, along with strategicmeasures to enhance dialogue and problem orientation in the classroom, aiming to provide a feasible referencefor classroom reform in higher vocational education in the AI era.
[Keywords]AI Era; Paulo Freire; Dialogic Teaching: Higher Vocational Curriculum; Banking Education
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