人工智能赋能背景下重庆高校教师教学角色转型与能力建构研究

A Study on Teaching Role Transformation and Competency Development among University Teachers in Chongqing under AI-Enabled Education

摘要: 研究旨在探究AI赋能背景下重庆高校教师教学角色的转型及其所需的关键能力。研究采用定性方法，对10位重庆高校教师进行半结构化访谈，并通过主题分析法对所得资料进行深入分析。研究发现，教师在AI赋能背景下的教学角色转型主要体现在四个方面：从知识传递者到学习引导者的转变、从传统讲授模式到互动式教学模式的转变、从统一教学到个性化教学与因材施教的转变，以及从单一评估方式到动态评估与个性化反馈的转变。与此同时，教师在AI赋能教学中的关键能力需求也体现在四个方面：AI技术应用能力、教学设计与课程开发能力、批判性思维能力、持续学习与适应能力。研究可为教育管理者和政策制定者优化教师培训提供实践参考，并为未来AI赋能教育研究提供理论支持与经验启示。

Abstract: This study aims to explore the transformation of university teachers’ instructional roles in Chongqing within the context of AI-enabled education, as well as the key competencies required for this transition. A qualitative research design was adopted, and semi-structured interviews were conducted with ten university teachers in Chongqing. The interview data were analyzed using thematic analysis. The findings reveal that teachers’ role transformation in AI-enabled teaching is reflected in four main aspects: a shift from knowledge transmitters to learning facilitators, a shift from traditional lecture-based instruction to interactive teaching approaches, a shift from one-size-fits-all instruction to personalized and differentiated teaching, and a shift from single assessment methods to dynamic assessment and individualized feedback. At the same time, the key competencies required for AI-enabled teaching can also be categorized into four dimensions: AI technology application, instructional design and curriculum development, critical thinking, and continuous learning and adaptability. The study provides practical implications for educational administrators and policymakers in optimizing teacher training, while also offering theoretical support and practical insights for future research on AI-enabled education.