Journal: Arts Studies and Criticism DOI: 10.32629/asc.v7i4.5497
Abstract
Generative AI and computational photography have reshaped photography teaching in vocational colleges. Traditional camera-centered courses fail to match the demands of intelligent media industries. Domestic research on AIGC photography teaching has pointed out that fragmented software training cannot form systematic vocational competency, and layered progressive curriculum design is the core path to solve teaching fragmentation in vocational colleges[1]. Based on China’s “Double High-Level” professional cluster strategy, this paper constructs a four-stage progressive teaching framework for western vocational AI photography education. Adopting policy analysis, competency decomposition and curriculum mapping, the study establishes a matching logic between industrial demands, cross-major resources and students’ staged growth. The four phases include visual cognition training, AI photography technical operation, hybrid creative production and industrial innovative practice. This layered framework connects basic theories, technical skills, creative design and industrial innovation while realizing cross-major resource sharing. Its smooth delivery relies on teacher training, unified intelligent platforms, process evaluation and localized industrial docking. The research provides a replicable teaching reference for western vocational schools to upgrade AI photography education.
Keywords
double high-level professional clusters; western vocational education; AI photography; hierarchical progressive teaching framework; vocational core competency
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[2]Fan, Y. L., & Zhang, X. Z. (2025). “Technology-process-performance” framework of AIGC curriculum for photography majors. Journal of Digital Media Education, 13(4), 78-86. (CNKI)
[3]Yang, H. (2025). Intelligent technology-driven aesthetic education reform in western regional colleges. Western Vocational Education Review, 9(2), 33-40. (CNKI)
[4]Li, M. (2024). Resource allocation optimization of AI photography courses in western vocational institutes. Vocational Equipment & Education, 38(11), 61-65. (CNKI)
[5]Xu, G., & Kang, Y. (2026). Gamified teaching strategy of creative photography based on AIGC. Hans Journal of Education Research, 8(1), 102-108. (CNKI)
[6]Yıldızhan Bora, B., & Şahin Kölemen, C. (2025). Integrating AI into instructional design: A case study on digital photography education. Contemporary Educational Technology, 17(3), ep583.
[7]Ministry of Education & Ministry of Finance of PRC. (2019). Opinions on implementing the plan for high-level vocational schools and majors construction.
[8]UNESCO. (2021). AI and education: Guidance for policy-makers.
[9]UNESCO. (2023). Guidance for generative AI in education and research.
[10]Biggs, J., & Tang, C. (2011). Teaching for quality learning at university: What the student does (4th ed.). Open University Press.
[11] Bloom et al. (1956). Taxonomy of educational objectives: Cognitive domain. David McKay Company.
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