在小学数学中释放人工智能的潜力:中国教师的技术教学准备
Guolong Zhao1, Mao Li1, Zhiyi Long2
1School of Teacher Education, Xinyang Normal University, Xinyang, China.
Acta psychologica
|September 14, 2025
概括
教师的技术教学内容知识 (TPACK) 和积极的态度是整合人工智能 (AI) 在中国小学数学教育的关键. 教师的准备,而不是外部因素,推动了成功的人工智能采用.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 数学教育教育 数学教育
背景情况:
- 人工智能工具在全球教育中日益集成.
- 需要了解AI在不同教育环境中的采用因素.
- 专注于中国的初级数学教育.
研究的目的:
- 在中国初级数学中研究AI工具的整合.
- 确定影响教师采用和应用AI的因素.
- 检查教师TPACK,态度和AI利用之间的关系.
主要方法:
- 解释性的顺序混合方法设计.
- 对1205名小学数学教师进行了定量调查.
- 与6名教师进行了定性访谈,以深入洞察.
- 使用了技术教学准备 (TPR) 框架.
主要成果:
- 教师的TPACK和对AI的态度显著预测了AI的整合.
- 外部因素 (例如,父母的参与) 显示出有限的直接影响.
- 确定了四种AI整合方法:上下文可视化,个性化学习,交互式学习和数据驱动优化.
结论:
- 教师的心理准备 (态度,信心) 和专业知识 (TPACK) 对人工智能集成至关重要.
- 有针对性的专业发展和机构支持对于最大限度地发挥人工智能的教育潜力至关重要.
- 背景因素起着有条件的作用,需要进一步的研究和政策考虑.
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