教师认知和实践在使用生成性AI工具来支持学生参与EFL高等教育背景的教师认知和实践
Senem Zaimoğlu1, Aysun Dağtaş1
1Department of English Translation and Interpreting, Çağ University, Mersin 33800, Türkiye.
Behavioral sciences (Basel, Switzerland)
|September 27, 2025
概括
高等教育中的生成人工智能 (GenAI) 挑战了英语作为外语 (EFL) 教师. 教师在价值观和代理权的基础上塑造GenAI的使用,需要为道德,以学习者为中心的整合量身定制的专业发展.
科学领域:
- 教育技术的教育技术.
- 应用语言学 应用语言学
- 教育中的人工智能
背景情况:
- 生成型人工智能 (GenAI) 越来越多地融入高等教育.
- 作为外语英语 (EFL) 教师在适应教学实践方面面临着挑战.
- 对于语言教师如何将GenAI概念化并用于学生参与的理解有限.
研究的目的:
- 探索大学水平的EFL教师如何解释和实施GenAI技术.
- 调查GenAI在促进有意义的学生参与方面的作用.
- 检查教师在个人,上下文和社会政治层面上对GenAI的经验.
主要方法:
- 利用叙事调查来探索教师的回顾性经历.
- 采用了三层次的叙事方法:故事,故事和故事.
- 检查了九名大学水平的EFL教师的经验.
主要成果:
- 教师与GenAI的互动受到教学负担的影响.
- 教学价值观,政治议程和专业机构塑造了GenAI的实施.
- 基因人工智能的使用取决于教师的个人,上下文和社会政治框架.
结论:
- 教师对GenAI的概念化和实施是复杂和多方面的.
- 专业发展应该解决教师的叙事身份,以道德地使用GenAI.
- 以学习者为中心的EFL环境需要深思熟虑地整合GenAI工具.
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