生成式人工智能赋能民族地区中小学教师数字素养提升的策略研究

Research on Strategies for Enhancing Digital Literacy among Primary and Secondary School Teachers in Ethnic Regions Empowered by Generative Artificial Intelligence

摘要: 在教育数字化转型与人工智能技术快速发展的背景下，教师数字素养逐渐成为推动教育高质量发展的关键因素。民族地区由于地理环境、教育资源与信息化基础条件的差异，中小学教师在数字素养发展方面仍面临诸多现实挑战。生成式人工智能作为人工智能技术发展的新阶段，为教师教学资源获取、教学设计创新与教学评价优化提供了新的技术工具。本文在梳理教师数字素养与人工智能赋能教育相关研究的基础上，结合民族地区教育发展实际，分析当前民族地区中小学教师数字素养提升面临的主要困境，并从技术平台建设、培训体系创新、教学应用转化以及制度保障机制等方面提出生成式人工智能赋能教师数字素养提升的路径，以期为民族地区教育数字化转型提供参考。

Abstract: Against the backdrop of educational digital transformation and the rapid development of artificial intelligence technology, teachers’ digital literacy has gradually become a key factor in promoting high-quality educational development. Due to geographical constraints, disparities in educational resources, and inadequate information infrastructure in ethnic regions, primary and secondary school teachers still face numerous practical challenges in the development of digital literacy. Generative artificial intelligence, as a new phase in the evolution of artificial intelligence technology, provides novel technological tools for teachers in acquiring teaching resources, innovating instructional design, and optimizing teaching evaluation. Based on a review of research related to teachers’ digital literacy and the empowerment of education by artificial intelligence, this paper combines the realities of educational development in ethnic regions to analyze the main challenges currently hindering the enhancement of digital literacy among primary and secondary school teachers in these areas. Furthermore, it proposes pathways for generative artificial intelligence to empower the improvement of teachers’ digital literacy, covering aspects such as technological platform construction, innovation in training systems, transformation of teaching applications, and institutional safeguard mechanisms. The aim is to provide references for the digital transformation of education in ethnic regions.