AI赋能西北农村幼儿教师数学继续教育研究

AI Support for Mathematics Continuing Education of Early Childhood Teachers in Northwestern China

摘要: 在教育数字化转型纵深发展的背景下，人工智能技术为破解教育资源空间分布不均与教师专业支持不足提供了新的可能。针对西北偏远农村地区幼儿教师在数学教育中普遍存在的“重程序操作、轻逻辑引导”以及数学教研资源匮乏等问题，本文立足幼儿数学学习中数感建构、规律意识、空间表征与初步逻辑推理等核心内容，在分析当前西北农村幼儿教师数学继续教育现实困境的基础上，探讨人工智能参与教师继续教育的实践路径。研究认为，西北农村幼儿教师数学继续教育的难点，不仅在于培训机会有限，更在于缺乏与日常教学情境紧密结合的持续性指导与反馈机制。基于此，本文提出以智能诊断、情境对话训练、教学视频复盘和网络教研支持为主要内容的继续教育思路，并从实施流程、应用样态、效果评估与伦理治理等方面进行分析。研究表明，人工智能若能嵌入教师备课、教学反思和同伴研讨等真实专业发展过程之中，有助于推动教师由经验性教学走向基于儿童思维发展的专业引导，为提升西北农村地区学前数学教育质量提供可行参考。

Abstract: Amid the deepening digital transformation of education, artificial intelligence (AI) offers new possibilities for addressing uneven educational resource distribution and insufficient professional support for teachers. Focusing on the common problems among preschool teachers in remote rural areas of Northwest China—particularly an emphasis on procedural operation over logical guidance and limited mathematics-related teaching-research support—this paper explores practical pathways for integrating AI into continuing professional development. Grounded in key dimensions of early mathematical learning, including number sense, pattern awareness, spatial representation, and early logical reasoning, the study argues that the major challenge lies not only in limited training opportunities, but also in the absence of sustained guidance and feedback connected to everyday teaching. Accordingly, it proposes a professional development approach centered on intelligent diagnosis, scenario-based dialogic training, classroom video reflection, and online collaborative teaching research. The study suggests that, when embedded in authentic processes such as lesson preparation, teaching reflection, and peer collaboration, AI can support a shift from experience-based teaching toward more professionally guided instruction, thereby offering a feasible path for improving the quality of early childhood mathematics education in rural Northwest China.