人工智能乡村教育应用的困境及发展对策——基于扎根理论的分析  

The Predicament and Development Countermeasures of Artificial Intelligence Application in Rural Education—Analysis based on grounded theory

作　　者：方旭 王秀戈 FANG Xu;WANG Xiuge(School of Educational Sciences,Nantong University,Nantong 226019,China)

机构地区：[1]南通大学教育科学学院,江苏南通226019

出　　处：《四川轻化工大学学报（社会科学版）》2023年第2期82-100,共19页Journal of Sichuan University of Science & Engineering：Social Sciences Edition

基　　金：江苏社会科学基金一般项目(22JYB013);江苏省教育科学规划重点课题(B/2022/01/31)。

摘　　要：乡村振兴必先振兴乡村教育。目前,人工智能教育不断深入发展。相关研究指出人工智能可以为乡村教育振兴提供强力支撑,但在乡村教育应用过程中存在着诸多困境。虽然国内外对于人工智能支持乡村教育振兴有了一定的理论研究与实践探索,为之后的研究打下了一定的基础,但仍然存在着很多有待深化的地方,包括对乡村全面振兴背景下人工智能支持乡村教育振兴的困境及模式构建等缺乏深入分析以及对人工智能支持乡村教育振兴的实证研究还较为缺乏等。研究采用扎根理论,构建了人工智能乡村教育应用阻碍因素模型。通过开放式编码,共形成45个一级编码,参考点排在前十的是软硬件支持、资金投入、人工智能技术使用能力、人工智能应用意识、教师培训、教师的接受、信息化领导力、配套的专业技术人员、学生的学习积极性、提高教学质量与效率。通过关联式编码,最终形成12个二级编码,分别是促成条件、有用性感知、家长支持、家长人工智能使用能力、政府或学校支持、易用性感知、教师人工智能应用素养、学生接受与支持、学生数量与班级规模、教师接受与支持、管理制度与乡村环境。通过核心编码,最终形成4个三级编码,分别是环境因素、教师因素、学生因素与家长因素。家长因素、教师因素与学生因素直接影响乡村教师人工智能应用,环境因素不仅直接影响教师人工智能应用,还通过家长因素、教师因素与学生因素对乡村教师人工智能教育应用产生间接影响。在上述扎根分析的基础上,研究提出了推动乡村经济社会文化的发展,部署人工智能产品、完善产品功能,提升对人工智能应用的管理水平,领导的重视与加大资金投入,提升教师人工智能素养等对策建议。Rural education must be revitalized before rural revitalization.At present,artificial intelligence(AI)education has been developing in depth.Related research points out that AI can provide strong support for the revitalization of rural education,but there are many difficulties in the AI application in rural education.Although some theoretical research and practical exploration on AI supporting rural education revitalization both home and abroad are available,which has laid a certain foundation for later research,there are still many aspects that need to be deepened,including the lack of in-depth analysis of the dilemma and model construction of AI supporting rural education revitalization under the background of comprehensive rural revitalization,and the lack of empirical research on AI supporting rural education revitalization.Based on grounded theory,this paper analyzes the obstacles to the application of AI in rural education,and constructs a model of obstacles to the application of AI in rural education.Through the first-level coding(open coding),a total of 45 first-level codes are formed.The top ten reference points are hardware and software support,capital investment,ability to use AI technology,awareness of AI application,teacher training,teacher acceptance,information leadership,supporting professional and technical personnel,students'learning enthusiasm,and improvement of teaching quality and efficiency.Through associative coding,12 secondary codes are finally formed,which are enabling conditions,application effect of AI,parental support,parental ability to use AI,government or school support,easyto-use perception,teachers'application quality of AI,students'acceptance and support,number of students and class size,teachers'acceptance and support,management system and rural environment.Through the core coding,four first-level codes are finally formed,which are environmental factors,teacher factors,student factors and parents factors.Parents'factors,teachers'factors and students'factors directly affect the

关 键 词：人工智能 乡村振兴 教育发展 扎根理论 影响因素 

分 类 号：G40[文化科学—教育学原理] TP3[文化科学—教育学]