职业本科教育中大模型应用的依赖困境与平衡范式研究
Research on the Dependency Dilemma and Balance Paradigm of Large Language Model Applications in Vocational Undergraduate Education

本文围绕职业本科教育中大模型应用面临的依赖困境，结合技术接受理论、教学设计理论与大模型应用平衡范式三个核心内容，构建了一个系统化职业教育改革框架。首先，本文通过技术接受理论解析职业本科师生对大模型的接受程度，为师生在教学实践面临的依赖困境提供科学理论基础。然后，本文从内容、目标、活动、资源四个方面优化了教学设计理论，提出解决大模型应用依赖困境的具体教学方法；最后，本文设计大模型应用平衡范式，通过对教师端的动态监测与对学生端的实时调控，避免师生对大模型的过度依赖，又促使学生保持其自主学习能力。本文理论对职业本科教育中大模型技术合理运用具有重要的指导意义。
This paper focuses on the dependency dilemma faced in the application of large language models in vocational undergraduate education. By integrating three core elements including technology acceptance theory, instructional design theory, and the balanced paradigm of large model application, the research constructs a systematic educational reform framework. First, the paper relies on the technology acceptance theory to analyze teachers’ and students’ acceptance attitudes toward large language model usage, which provides a cognitive foundation for dealing with the dependency dilemma in teaching practice. Then, the paper optimizes instructional design theory across four dimensions: content, goals, activities, and resources, which offers specific teaching methods to address the dependency dilemma arising from large model applications. Finally, the balanced paradigm of large language model applications is proposed to achieve dynamic monitoring on the teacher side and real-time regulation on the student side, which helps both teachers and students prevent over-reliance on large models, and encourages students to maintain their independent learning abilities. The theoretical framework in this paper provides significant guidance for the reasonable application of large language models in vocational undergraduate education.