Research on the Enhancement Path of Chinese Teachers' Teaching Ability in Vocational Education under the Informationization Context

Abstract

Background and Aim: Against the backdrop of accelerated digital transformation in vocational education and the deep integration of the "Chinese Plus" strategy, this study addresses the dilemma of "technological hovering" faced by Chinese teachers in vocational education—specifically, the structural mismatch between the supply of digital tools and the demand for vocational skills development. It aims to construct a theoretical framework of "technology-culture-skills" tri-dimensional synergy to systematically explore pathways to enhance teachers' instructional abilities in an information-rich environment.

Materials and Methods: Adopting a mixed-methods design, the study combines structural equation modeling (SEM) with qualitative thematic analysis and technology log mining. Quantitative data from 300 teachers and 1,200 students were analyzed using AMOS and Bootstrap techniques to examine direct and mediating effects. Qualitative data, including classroom observations and interviews, were processed via NVivo based on Braun and Clarke's framework, while digital teaching logs were examined using LSTM neural networks to identify behavioral patterns in VR-assisted instruction. This triangulation approach provides a robust foundation for exploring cross-cultural adaptation and competency development pathways.

Results: Contextual factors in vocational education significantly influence the effectiveness of technology integration, surpassing traditional disciplinary knowledge. Cross-cultural technological adaptation shows regional stratification, indicating differentiated sensitivity thresholds in tool design and use. A dynamic digital resilience framework was developed, bridging the gap between technology tools and effective pedagogical practices.

Conclusion: The study makes theoretical and practical contributions by expanding the boundaries of technology-enhanced learning and proposing a digital resilience cycle mechanism for vocational Chinese language teachers. It establishes a new competency framework encompassing vocational context analysis, technological ethics decision-making, and cultural symbol decoding, offering solutions for cultivating digitally competent, culturally adaptive vocational educators.