中小学教师人工智能教学效能感量表的汉化与信效度检验

Chinese Adaptation and Validation of the AI Teaching Efficacy Scale for Primary and Secondary School Teachers

摘要: 在教育数字化与人工智能深度融合的背景下，教师人工智能教学效能感是衡量教师深度融入教育数字化转型的关键指标，但目前缺乏专门的中文测量工具。现有教师教学效能感理论聚焦传统课堂，信息技术教学效能感量表仅覆盖基础技术应用，难以应对人工智能场景下的人机协同、技术伦理等挑战。本研究基于Chui学者2024年开发的英文版人工智能教学效能感量表，对其进行中文版修订与跨文化调适。以自我效能感理论与整合人工智能技术的学科教学知识(AI-TPACK)理论为基础，面向多地区、多教学阶段的中小学教师开展调研，通过探索性因素分析筛选项目、验证性因素分析检验结构效度。最终形成信效度良好的中文版量表，既可为评估中小学教师人工智能教学效能感提供有效工具，也可为教育数字化转型中的教师专业发展与人机协同教学生态建设提供参考。

Abstract: Against the backdrop of the deep integration of educational digitalization and artificial intelligence (AI), teachers’ AI teaching efficacy has become a key indicator for measuring their deep engagement in the digital transformation of education. However, there is currently a lack of specialized Chinese-language measurement tools. Existing theories of teacher teaching efficacy focus on traditional classrooms, and information technology teaching efficacy scales only cover basic technology applications, which are insufficient to address challenges in AI scenarios such as human–AI collaboration and technological ethics. This study revises and cross-culturally adapts the English-language AI Teaching Efficacy Scale developed by Chui and colleagues (2024) into a Chinese version. Grounded in self-efficacy theory and the AI-integrated Technological Pedagogical Content Knowledge (AI-TPACK) framework, a survey was conducted among primary and secondary school teachers from multiple regions and educational stages. Exploratory factor analysis (EFA) was used to refine items, confirmatory factor analysis (CFA) was employed to examine the structural validity. The resulting Chinese version of the scale demonstrates good reliability and validity, providing an effective tool for assessing primary and secondary school teachers’ AI teaching efficacy, as well as a reference for teacher professional development and the construction of a human–AI collaborative teaching ecosystem in the context of educational digital transformation.