中小学教师人工智能素养框架与实践路径研究  

Research on the Framework and Practical Path of AI Literacy for Primary and Secondary School Teachers

作　　者：梁林梅[1] 王萌 李珞珈 Liang Linmei;Wang Meng;Li Luojia(Faculty of Education,Henan University,Kaifeng,Henan,China 475004;Henan Education Informatization Development Research Center,Kaifeng,Henan,China 475004)

机构地区：[1]河南大学教育学部,河南开封475004 [2]河南省教育信息化发展研究中心,河南开封475004

出　　处：《数字教育》2024年第4期67-74,共8页Digital Education

基　　金：河南省教育科学规划2023年度重点课题“面向数字化转型的中小学教师数字素养框架、评估与提升路径研究”(2023JKZD04)的阶段性研究成果。

摘　　要：人工智能素养是数字素养的新发展。随着人类社会逐步迈进以人机协同为关键特征的智能时代,教师的人工智能素养得到国际组织及各国政府的广泛关注。本研究首先分析了国内外教师人工智能素养及学术界在教师智能教育素养方面的已有成果,构建了面向中小学教师的人工智能素养框架;接着,结合我国基础教育领域的智能教育实践及教育部正在实施的人工智能助推教师队伍建设试点项目,提出了“以人工智能思维为核心、以关键实践场景应用为切入、以评估为驱动、以伦理为底座、以智能教育环境为支撑”的中小学教师人工智能素养提升实践路径。AI literacy is a new development of digital literacy.As human society gradually moves into the intelligent era with human-machine collaboration as the key feature,teachers’AI literacy has received extensive attention from international organizations and governments.This paper first analyzes the AI literacy of teachers at home and abroad and the existing achievements of Chinese researchers in teachers’intelligent education literacy,and constructs a framework of AI literacy for primary and secondary school teachers;then,combining with the practice of intelligent education in the field of basic education in China and the ongoing pilot project of the AI-supported teachers’team building implemented by the Ministry of Education,this paper proposes a practical path to improve the AI literacy of primary and secondary school teachers“with AI thinking as the core,key practice scenarios as the entry point,assessment as the driving force,ethics as the base,and intelligent education environment as the support”.

关 键 词：生成式人工智能 中小学教师 数字素养 人工智能素养 智能教育素养 

分 类 号：G4[文化科学—教育学]