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超越个人技能:学校创新气候如何扩大从生成人工智能采用到深度教学融合的途径
Tongqiang Dong1, Yong Kong1, Ronglong Chen1
1School of Communication, Qufu Normal University, Rizhao, China.
Frontiers in psychology
|February 6, 2026
概括
在学校中整合人工智能需要教师的数字技能和强有力的领导力. 一个支持性的学校气候放大了教学领导对深度生成AI (GAI) 整合的积极影响.
科学领域:
- 教育技术的教育技术
- 教育中的人工智能
- 组织行为 组织行为
背景情况:
- 在教育中,生成人工智能 (GAI) 的采用正在迅速增加.
- 了解影响GAI深度整合的因素对于最大限度地发挥其潜力至关重要.
- 组织背景和个体教师发展在技术采用中起着关键作用.
研究的目的:
- 调查影响学校深度生成AI整合的多层次因素.
- 检查教师数字素养和教学领导力的调解角色.
- 探索学校创新气候对GAI整合的温和影响.
主要方法:
- 一个多层次模型被提出并使用45所学校的512名教师的数据进行了测试.
- 采用了多层结构方程建模 (MSEM) 和层次线性建模 (HLM).
- 分析了顺序调节和交叉级别调节.
主要成果:
- 通过数字素养和教学领导力顺序介绍GAI的采用,以加强深度整合.
- 学校的创新气候显著缓和了教学领导和整合之间的关系.
- 教学领导力的积极影响在支持创新的学校气候中更为强烈.
结论:
- GAI的变革潜力是通过个人教师发展和支持性的组织环境的结合实现的.
- 优先培养创新支持的学校气候与教师培训一起,对于有效的GAI集成至关重要.
- 教育领导者和政策制定者应该专注于创造有利于技术采用和教学进步的环境.
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