- O*NET-SOC 代码
- 25-3041.00
Instruct individual students or small groups of students in academic subjects to support formal class instruction or to prepare students for standardized or admissions tests.
- 数据来源: BLS发布时间: 2026-08
很高· 相对
低四级相对区间很高职业群单位数值
尺度 · 母数 · 来源
四级相对类别（低 / 中等 / 高 / 很高）
以BLS就业预测表中831个细分职业为基数。取值按 NEM（全国就业矩阵）代码给定，因此共用同一 NEM 代码的职业得到相同分档
- 数据来源: Anthropic发布时间: 2026-03
0.408
0.000此处所载数值的范围0.745尺度 · 母数 · 来源
- 数据来源: ILO发布时间: 2025
0.33–0.35· ISCO-08 职业组 3 个
尺度 · 母数 · 来源
生成式AI暴露度指数，按发布原值0–1
按 ISCO-08 细类（4 位）发布的数值。按原样应用美国劳工统计局（BLS）的官方对照表（ISCO-08→2010 SOC、2010 SOC→2018 SOC）关联到本职业，对应关系为全部或部分对应
该来源发布的是什么性质的数值
BLS的类别是相对排位而非绝对水平，也不是一手测量：它把多项已发表研究给出的职业百分位排名归并为四个等级。它不是就业或工资预测，不是采用概率，也不区分自动化与增强。
各关联 ISCO-08 职业组的 ILO 数值
- ISCO-08 2353Other Language Teachers0.34
- ISCO-08 2355Other Arts Teachers0.35
- ISCO-08 2359Teaching Professionals Not Elsewhere Classified0.33
Task-level exposure
显示隐藏的 8 项工作已评分任务 19 项 · β ≥ 0.5 的任务 17 项（89.5%）
β = 直接暴露（E1）+ 0.5 × 借助工具时的暴露（E2），依据原始代码库的定义。
- 原始单位：O*NET 27.2 任务 → O*NET 31.0 职业代码
- 所有已评分任务均在 O*NET 31.0 任务列表中。
- 来源
- OpenAI "GPTs are GPTs" exposure rubric
- 版本
- gh-main-0471612
- 许可
- MIT License, Copyright (c) 2024 OpenAI
以下为 O*NET-SOC 2010 职业 25-3099.02 Tutors 的工作任务，由本站依据 O*NET-SOC 2010→2019 官方对照表关联到此职业
| Task (O*NET 20.1) | Claude.aiRaw / share % |
|---|---|
Review class material with students by discussing text, working solutions to problems, or reviewing worksheets or other assignments.25-3099.02 | 0.874040.8 |
Provide private instruction to individual or small groups of students to improve academic performance, improve occupational skills, or prepare for academic or occupational tests.25-3099.02 | 0.621629.0 |
Develop teaching or training materials, such as handouts, study materials, or quizzes.25-3099.02 | 0.537725.1 |
Administer, proctor, or score academic or diagnostic assessments.25-3099.02 | 0.04622.2 |
Communicate students' progress to students, parents or teachers in written progress reports, in person, by phone, or by email.25-3099.02 | 0.01910.9 |
Provide feedback to students using positive reinforcement techniques to encourage, motivate, or build confidence in students.25-3099.02 | 0.01720.8 |
Research or recommend textbooks, software, equipment, or other learning materials to complement tutoring.25-3099.02 | 0.01240.6 |
Maintain records of students' assessment results, progress, feedback, or school performance, ensuring confidentiality of all records.25-3099.02 | 0.00550.3 |
Prepare and facilitate tutoring workshops, collaborative projects, or academic support sessions for small groups of students.25-3099.02 | 0.00350.2 |
Collaborate with students, parents, teachers, school administrators, or counselors to determine student needs, develop tutoring plans, or assess student progress.25-3099.02 | 0.00300.1 |
Monitor student performance or assist students in academic environments, such as classrooms, laboratories, or computing centers.25-3099.02 | 0.00160.1 |
Values in this tab are predicted labels, not observations. Eloundou et al. (2023) published two rating regimes — human raters and GPT-4 — and the β shown here is derived from the GPT-4 rater basis alone; the same task can take a different value under the other regime. The unit and the meaning differ from the observed shares (%) in the other tabs, so do not place them on the same axis.
| Task (O*NET 27.2) | βE1 + 0.5 × E2 |
|---|---|
Participate in training and development sessions to improve tutoring practices or learn new tutoring techniques.O*NET Task ID 17023 | 1.0 |
Maintain records of students' assessment results, progress, feedback, or school performance, ensuring confidentiality of all records.O*NET Task ID 17029 | 1.0 |
Develop teaching or training materials, such as handouts, study materials, or quizzes.O*NET Task ID 17031 | 1.0 |
Schedule tutoring appointments with students or their parents.O*NET Task ID 17020 | 0.5 |
Research or recommend textbooks, software, equipment, or other learning materials to complement tutoring.O*NET Task ID 17021 | 0.5 |
Prepare and facilitate tutoring workshops, collaborative projects, or academic support sessions for small groups of students.O*NET Task ID 17022 | 0.5 |
Monitor student performance or assist students in academic environments, such as classrooms, laboratories, or computing centers.O*NET Task ID 17025 | 0.5 |
Review class material with students by discussing text, working solutions to problems, or reviewing worksheets or other assignments.O*NET Task ID 17026 | 0.5 |
Provide feedback to students, using positive reinforcement techniques to encourage, motivate, or build confidence in students.O*NET Task ID 17027 | 0.5 |
Prepare lesson plans or learning modules for tutoring sessions according to students' needs and goals.O*NET Task ID 17028 | 0.5 |
Identify, develop, or implement intervention strategies, tutoring plans, or individualized education plans (IEPs) for students.O*NET Task ID 17030 | 0.5 |
Communicate students' progress to students, parents, or teachers in written progress reports, in person, by phone, or by email.O*NET Task ID 17032 | 0.5 |
Collaborate with students, parents, teachers, school administrators, or counselors to determine student needs, develop tutoring plans, or assess student progress.O*NET Task ID 17033 | 0.5 |
Assess students' progress throughout tutoring sessions.O*NET Task ID 17034 | 0.5 |
Administer, proctor, or score academic or diagnostic assessments.O*NET Task ID 17035 | 0.5 |
Teach students study skills, note-taking skills, and test-taking strategies.O*NET Task ID 17036 | 0.5 |
Provide private instruction to individual or small groups of students to improve academic performance, improve occupational skills, or prepare for academic or occupational tests.O*NET Task ID 17037 | 0.5 |
β = E1 + 0.5 × E2 · E1 = tasks where direct LLM access alone cuts time by at least 50%, E2 = tasks where software built on top of an LLM cuts time by at least 50%. Values take only 0 / 0.5 / 1.0.
Data sources & licenses — O*NET®, Anthropic Economic Index, Eloundou et al. (2023): see full notices on the Credits page
O*NET 31.0 全部任务（19 项）
本职业在 O*NET 31.0 中的全部任务（英文原文；任务类型为核心或补充）。暴露值不列在此清单中，而在上方表格里，位于各来源所用 O*NET 版本的任务表述旁。
| 任务（O*NET 31.0） | 类型 |
|---|---|
| Schedule tutoring appointments with students or their parents. | 核心 |
| Prepare and facilitate tutoring workshops, collaborative projects, or academic support sessions for small groups of students. | 核心 |
| Participate in training and development sessions to improve tutoring practices or learn new tutoring techniques. | 核心 |
| Organize tutoring environment to promote productivity and learning. | 核心 |
| Monitor student performance or assist students in academic environments, such as classrooms, laboratories, or computing centers. | 核心 |
| Review class material with students by discussing text, working solutions to problems, or reviewing worksheets or other assignments. | 核心 |
| Provide feedback to students, using positive reinforcement techniques to encourage, motivate, or build confidence in students. | 核心 |
| Prepare lesson plans or learning modules for tutoring sessions according to students' needs and goals. | 核心 |
| Maintain records of students' assessment results, progress, feedback, or school performance, ensuring confidentiality of all records. | 核心 |
| Identify, develop, or implement intervention strategies, tutoring plans, or individualized education plans (IEPs) for students. | 核心 |
| Develop teaching or training materials, such as handouts, study materials, or quizzes. | 核心 |
| Communicate students' progress to students, parents, or teachers in written progress reports, in person, by phone, or by email. | 核心 |
| Collaborate with students, parents, teachers, school administrators, or counselors to determine student needs, develop tutoring plans, or assess student progress. | 核心 |
| Assess students' progress throughout tutoring sessions. | 核心 |
| Teach students study skills, note-taking skills, and test-taking strategies. | 核心 |
| Provide private instruction to individual or small groups of students to improve academic performance, improve occupational skills, or prepare for academic or occupational tests. | 核心 |
| Travel to students' homes, libraries, or schools to conduct tutoring sessions. | 补充 |
| Research or recommend textbooks, software, equipment, or other learning materials to complement tutoring. | 补充 |
| Administer, proctor, or score academic or diagnostic assessments. | 补充 |
0.04/ 3· 机器人暴露指数
尺度 · 母数 · 来源
对每项体力任务，按已实际部署、销售或演示的机器人能够完成它的环境评定 0–3 级（0 不可 · 1 围栏式机器单元、灌装线等机器人专用设施 · 2 医院药房、集装箱港口等受管理的设施 · 3 私人住宅、建筑工地等非结构化环境），再按工作时间占比求平均
以该职业 O*NET 29.3 任务中的体力任务为准
等级与时间占比由 Anthropic 使用 Claude Opus 5（网络搜索）估算（截至 2026 年）。
机器人暴露指数与本站的 AI 暴露度是不同的指标，不能相加或相互比较。该指数不代表实际采用情况或成本竞争力，0 也包括没有体力任务的职业。
每项体力任务的等级
机器人环境等级（E0–E3）
E0 机器人不可详情
评定为已实际部署、销售或演示的机器人即使在机器人专用设施中也无法完成
E1 机器人专用设施详情
评定为可在围绕机器搭建的设施中完成，例如围栏式机器单元或灌装线
E2 受管理的设施详情
评定为可在由机构按工作标准维护的人类工作设施中完成，例如医院药房或集装箱港口
E3 非结构化环境详情
评定为可在没有机构按工作标准维护的环境中完成，例如私人住宅或建筑工地
仅列出被归类为体力任务的任务；其他任务在来源中没有等级。
| 任务（O*NET 29.3） | 机器人环境等级 |
|---|---|
| Organize tutoring environment to promote productivity and learning. | E2 受管理的设施 |
| Travel to students' homes, libraries, or schools to conduct tutoring sessions. | E0 机器人不可 |
职业信息
就业展望（BLS）
- 就业人数，2025
- 208K
- 预计就业人数，2035
- 208K
- 变化 (2025–35)
- -0.2%
- 年薪中位数，2025
- $43,350
- 入职通常所需学历
- Some college, no degree
韩国职业分类关联（KSCO）
来自 AI Changing Work 制作的 Korea Occupation Direct Crosswalk v1.1 当前版本的关联。关系值从 O*NET-SOC 职业一侧解读。
| KSCO 代码 | KSCO 名称 | 关系 | 状态 |
|---|---|---|---|
| 26421 | 국어 강사 | 本职业范围更宽 | 已确认 |
| 26422 | 수학 강사 | 本职业范围更宽 | 已确认 |
| 26423 | 사회 강사 | 本职业范围更宽 | 已确认 |
| 26424 | 과학 강사 | 本职业范围更宽 | 已确认 |
| 26481 | 학습지 방문강사 | 本职业范围更宽 | 已确认 |
| 26482 | 교육 교구 방문강사 | 有重叠，但不相同 | 已审核 |
| 26489 | 그 외 학습‧교구 관련 방문강사 | 相关，但不对应 | 已确认 |
关系与状态的定义(kr-direct v1.1)
国际劳工组织（ILO）职业说明
以下 ISCO-08 职业组由 AI Changing Work 原样套用美国劳工统计局（BLS）发布的对照表（2018 SOC→2010 SOC、2010 SOC→ISCO-08）、不逐案取舍，与本职业相关联；每项关联可能是完全对应，也可能是部分对应。
- ISCO-08 2353Other Language Teachers
其他语言教师
- ISCO-08 2355Other Arts Teachers
其他艺术教师
- ISCO-08 2359Teaching Professionals Not Elsewhere Classified
其他未列明的教学专业人员
自行翻译
自行翻译 · 非 ISCO 官方词汇 — 未经国际劳工组织审核。
Sources: ILO ISCO-08 — details: Credits
ESCO 职业词汇
以下每一项都是在已公开的ESCO-O*NET Crosswalk（第 1 版，2022 年）中与本职业逐项对应的。对应类型出自该对照表；表述出自 AI Changing Work。
- tutorESCO 2359.12范围相同
Tutors provide personalised education to the children of employers or to adults, in addition to the main education system. They help students improve their knowledge and competence of a specific subject, at their own pace. Tutors will teach their students study techniques and strategies in order to ensure their academic development and will assess the student's progress throughout the tutoring sessions.
- learning mentorESCO 2359.9本职业范围更宽
Learning mentors support underperforming students both inside and outside of the classroom in order to increase their academic success. They assist students experiencing (multiple) disadvantages, such as learning difficulties, behavioural issues, and attendance problems, and also assist gifted students who are under-challenged. They may also work with adult students in the further education system. Learning mentors develop schedules and action plans with the students in order to plan the necessary mentoring activities and monitor progress. They also liaise with the students' teachers, educational psychologists, school social workers and, if necessary, with the student's parents, in order to improve the student's educational development.
来源: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
许可: CC BY 4.0 (EU Reuse Notice)
ESCO reuse terms and the modification notice are in Credits.
法国职业分类关联（ROME）
本职业与 ROME 4.0 职业条目（fiche）之间的关联，由 AI Changing Work 借助 AI 模型判定。关系从本职业一侧解读。标为「暂定」的关联仅凭同一模型系列（Claude）两位判定者的判定采纳，或对其判定适用运营方规则后采纳，因此其依据弱于已确认的关联。
| ROME 代码 | ROME 名称（法语） | 关系 |
|---|---|---|
| K2122 | Professeur / Professeure à domicile | 范围相同暂定 |
| K2137 | Assistant / Assistante pédagogique en milieu scolaire | 相关，但不对应暂定 |
Source: France Travail — Répertoire Opérationnel des Métiers et des Emplois (ROME 4.0), version 61, last updated 15 June 2026 (https://www.data.gouv.fr/datasets/repertoire-operationnel-des-metiers-et-des-emplois-rome). Licence Ouverte 2.0.
ROME codes and titles are reproduced unchanged; the links to O*NET-SOC occupations are AI Changing Work's own judgment and are not a France Travail correspondence.
(AI Changing Work link release: fr-direct v1)
西班牙职业分类关联（CNO-11）
本职业与 CNO-11 职业之间的关联，由 AI Changing Work 借助 AI 模型判定。关系从本职业一侧解读。
| CNO-11 代码 | CNO-11 名称（西班牙语） | 关系 |
|---|---|---|
| 2329 | Profesores y profesionales de la enseñanza no clasificados bajo otros epígrafes | 本职业范围更窄 |
| 2322 | Profesores de enseñanza no reglada de idiomas | 相关，但不对应 |
Source: Instituto Nacional de Estadística (INE), National Classification of Occupations 2011 (CNO-11, Royal Decree 1591/2010) — www.ine.es · Licensed CC BY 4.0. CNO-11 codes and Spanish titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not an INE correspondence.
(AI Changing Work link release: es-direct v1)
德国职业分类关联（KldB）
本职业与 KldB 职业之间的关联，由 AI Changing Work 借助 AI 模型判定。关系从本职业一侧解读。
| KldB 代码 | KldB 名称（德语） | 关系 |
|---|---|---|
| 84483 | Lehrkräfte an außerschulischen Bildungseinrichtungen (sonstige spezifische Tätigkeitsangabe) - komplexe Spezialistentätigkeiten | 本职业范围更窄 |
Source: © Statistik der Bundesagentur für Arbeit — Klassifikation der Berufe 2010 – überarbeitete Fassung 2020, https://statistik.arbeitsagentur.de. KldB codes and titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own mapping (eigene Zuordnung) and are not a Bundesagentur für Arbeit correspondence.
(AI Changing Work link release: de-direct v1)
日本职业分类关联（JSCO）
本职业与 JSCO 职业之间的关联，由 AI Changing Work 借助 AI 模型判定。关系从本职业一侧解读。
| JSCO 代码 | JSCO 名称（日语） | 关系 |
|---|---|---|
| 244 | 個人教師 | 本职业范围更窄 |
Source: Ministry of Internal Affairs and Communications (MIC), Japan Standard Occupational Classification (Dec. 2009, MIC Notification No. 555). JSCO codes and Japanese titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not a MIC correspondence.
(AI Changing Work link release: jp-direct v1)
与本职业相关的近期变化
摘要和关联标注由 AI Changing Work 撰写和判断；数字请以所链接的来源为准。
相关 Anthropic Economic Index report (Mar 2026): on Claude.ai, only 12% of Tutor tasks use the top-tier Opus model, against 34% of Software Developer tasks; among paid users, 45% of educational tasks use Opus versus 55% of computer and math tasks. Coursework fell from 19% to 12% of Claude.ai conversations between November 2025 and February 2026, partly because of academic calendars.
[来源: Anthropic Economic Index (March 2026)]
本页数据的来源与许可，以及 AI Changing Work 的修改与翻译说明：致谢与来源