[1] Wang J, Liu H. Large Language Models as Agents in Educational Settings: Capabilities, Limitations, and Future Directions[J]. arXiv preprint arXiv:2403.19752, 2024.[2] Xi N, Chen M, et al. From Passive Tools to Active Agents: Redefining Intelligent Educational Systems with LLM-based AI Agents[C]//Proceedings of the ACM Conference on AI Education. New York: ACM, 2023: 1-12.[3] 刘辉. 人工智能赋能职业教育教学改革的路径与策略研究[J]. 中国职业技术教育, 2024(15): 45-52.[4] 教育部. 2022 年全国教育事业发展统计公报[R]. 北京: 教育部, 2023.[5] 徐丹丹, 李明. AI 驱动的高职课堂教学模式创新研究—— 基于浙江省高职院校的实践探索[J]. 中国远程教育, 2025(3): 62-69.[6] 祝雪珂, 陈立群. 人工智能时代建筑类课程教学模式重构研究[J]. 职教论坛, 2024(8): 58-65.[7] 黄荣怀, 周跃良. 教育数字化转型背景下AI 赋能职业教育的路径与策略[J]. 华东师范大学学报( 教育科学版), 2024(4): 12-23.[8] Mishra P, Koehler M J. Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge[J]. Teachers College Record, 2006, 108(6): 1017-1054.[9] Vygotsky L S. Mind in Society: The Development of Higher Psychological Processes[M]. Cambridge: Harvard University Press, 1978.[10] Spady W G. Outcome-Based Education: Critical Issues and Answers[M]. Arlington: American Association of School Administrators, 1994.[11] Xue L, et al. Teachers' Adoption of AI in Education: A Systematic Review[J]. Interactive Learning Environments, 2025: 1-18.[12] Zawacki-Richter O, et al. Systematic Reviews in Educational Research: A Meta-analysis of Applications of AI in Higher Education[J]. International Journal of Educational Technology in Higher Education, 2019, 16(1): 1-22.[13] 中国教育科学研究院. 2024 年全国高等职业教育质量年度报告[R]. 北京: 中国教育科学研究院, 2024.[14] 阚阅, 周杰. 人工智能赋能职教师资培养的逻辑、路径与策略[J]. 远程教育杂志, 2025(2): 34-42.[15] Holmes W, et al. Artificial Intelligence in Education: Promise and Implications for Teaching and Learning[M]. Boston: Center for Curriculum Redesign, 2019.