中小学教师人工智能课程教学准备度的问题与对策  

Problems andCountermeasures of Primary and Secondary School Teachers’Teaching Readiness in Artificial Intelligence Curriculum

作　　者：尹睿[1] 林升娜 YIN Rui;LIN Sheng-Na(School of Information Technology in Education,South China Normal University,Guangzhou,Guangdong,China 510631)

机构地区：[1]华南师范大学教育信息技术学院,广东广州510631

出　　处：《现代教育技术》2024年第8期101-111,共11页Modern Educational Technology

摘　　要：开展人工智能普及教育是适应智能社会发展变革的重要手段,而教师开展人工智能课程的教学准备情况是决定人工智能普及教育高质量发展的关键因素。为此,文章以广州市为例开展调查研究,从态度、心理、知识、能力和环境准备五个维度研制量表,并对224份回收的有效问卷进行分析,发现中小学教师人工智能课程教学总体准备度处于中等程度,态度准备度较高,环境与知识准备度较低;不同性别、学段、授课类型、授课年限的教师人工智能课程教学准备度有不同程度的差异。基于调查结果,文章从课程教学指南建立、课程教学专业支持、课程优质资源供给三个方面提出了对策与建议,以期为推动人工智能课程教师队伍建设提供参考。The implementation of artificial intelligence universal education is an important means to adapt to the development and change of intelligent society,and the teaching readiness situation of teachers to carry out artificial intelligence courses is a key factor to determining the high-quality development of artificial intelligence universal education.Therefore,the paper took Guangzhou City as an example to conduct survey research,and developed a scale from five dimensions of attitude,psychology,knowledge,ability,and environmental readiness,and further analyzed 224 valid questionnaire responses.It was found that the overall readiness of primary and secondary school teachers in artificial intelligence course teaching was in the middle level,and the attitude readiness was high,and the environment and knowledge readiness were low.There were varied differences in teaching readiness of teachers with different genders,learning stages,teaching types and teaching years.Based on the survey results,this paper put forward countermeasures and suggestions from three aspects of the establishment of course teaching guidelines,the professional support of course teaching,and the supply of high-quality course resources,in order to provide references for promoting the construction of artificial intelligence teachers.

关 键 词：人工智能课程 教学准备度 中小学教师 

分 类 号：G40-057[文化科学—教育学原理]