人工智能时代教师专业发展的范式重构研究

A Study on the Paradigm Reconstruction of Teacher Professional Development in the Era of Artificial Intelligence

摘要: 人工智能深度融入教育全域，推动教师专业发展由传统“技术嫁接”转向“生态融合”新范式。当前教师专业发展在素养、角色、资源与环境、伦理与评价四个层面的现实问题，探究发现教师存在智能素养薄弱、角色定位模糊、资源配置不均等现象。本研究采用文献研究法，从认知、能力、制度、资源及文化五个维度对成因进行了深入分析。在此基础上，构建了以“理念重塑、素养提升、平台建设、制度保障、生态构建”为核心的系统化实践路径体系。研究表明，推动教师专业发展由孤立的“技术嫁接”转向系统的“生态融合”，需以“人机协同、育人为本”理念为引领，通过多主体协同、多层次干预，方能实现教师在人工智能时代的可持续发展与教育的高质量建设，可为人工智能时代教师数字化转型与教育高质量发展提供理论参照与实践指引。

Abstract: Artificial intelligence has been fully integrated into educational scenarios, promoting teacher professional development from traditional “technological grafting” to “ecological integration”. Current issues in teacher professional development across four levels—competency, role, resources and environment, and ethics and evaluation—reveal weaknesses in teachers’ intellectual literacy, ambiguous role positioning, and uneven resource allocation. This study employs a literature review approach, conducting an in-depth analysis of the causes from five dimensions: cognition, competence, institution, resources, and culture. Based on this, a systematic practical path framework is constructed, centered on “concept reshaping, competency enhancement, platform construction, institutional guarantees, and ecosystem building.” The research indicates that shifting teacher professional development from isolated “technology grafting” to systemic “ecological integration” requires guidance from the principles of “human-machine collaboration and education-centeredness.” Only through multi-stakeholder collaboration and multi-level interventions can sustainable teacher development and high-quality educational construction be achieved in the era of artificial intelligence. This study provides theoretical reference and practical guidance for teachers’ digital transformation and high-quality educational development in the era of artificial intelligence.