AI-TPACK框架下高校英语教师数字素养提升路径研究

Research on the Pathways for Improving Digital Literacy of College English Teachers under the AI-TPACK Framework

摘要: 本研究旨在基于AI-TPACK理论构建“AI-TPACK——数字素养动态整合模型”，探索高校英语教师数字素养现状、影响因素及其分层提升路径。通过混合研究设计对高校英语教师数字素养现状进行了实证分析，结果表明，在AI-TPACK各维度中，技术知识(AI-TK)与整合技术的教学法知识(AI-TPK)得分较低，反映出数字工具应用及其与教学策略整合存在不足；整体AI-TPACK整合能力对教师数字素养的预测效应显著(β = 0.45, p < 0.001)；高、低AI-TPACK教师在教学设计和技术应用上存在显著差异。据此本文提出了“三阶发展路径”——短期以技术赋能为主、中期侧重教学创新、长期则着力于内容深化。研究结果为优化高校英语教师培训模式与政策制定提供理论与实践依据。

Abstract: This study aims to construct an “AI-TPACK—Digital Literacy Dynamic Integration Model” based on the TPACK theory to explore the current status, influencing factors, and tiered improvement approaches of college English teachers’ digital literacy. A mixed research design was employed to analyze the current status of college English teachers’ digital literacy. The results indicate that among the AI-TPACK dimensions, technical knowledge (AI-TK) and technological pedagogical knowledge (AI-TPK) scored relatively low, reflecting deficiencies in the application of digital tools and their integration with teaching strategies. The overall AI-TPACK integration ability significantly predicts teachers’ digital literacy (β = 0.45, p < 0.001). Additionally, there are significant differences between high AI-TPACK and low AI-TPACK teachers in instructional design and technology application. Consequently, this paper proposes a “three-stage development path”—short-term focus on technology-enabled teaching, medium-term emphasis on teaching innovation, and long-term commitment to content deepening. The research findings provide theoretical and practical implications for optimizing college English teacher training models and policy formulation for colleges.