AI-TPACK框架下高中EFL教师阅读教学能力提升策略研究

Research on Strategies to Improve Reading Teaching Ability of High School EFL Teachers under the AI-TPACK Framework

摘要: 在人工智能深度融入教育教学的背景下，高中EFL教师如何在阅读教学中整合AI技术，同时应对高风险问责机制与伦理挑战，已成为亟待探讨的议题。研究将AI-TPACK情境化为高中EFL阅读教学领域的操作性框架，采用混合研究方法，探究中国高中EFL教师阅读教学的AI-TPACK总体现状、影响因素与提升策略。在量化阶段，以85名高中英语教师作为对象进行问卷调查；在质性阶段，对4名教师进行半结构化访谈。研究发现：1) 教师阅读教学AI-TPACK整体水平良好(M = 118.60/155)，但仍有提升空间；2) 学校支持AI的态度是影响教师AI-TPACK水平的最显著因素，而培训经历虽未达显著水平，但仍有积极影响趋势；3) 质性分析揭示，教师对学生诚信及自身主体性与权威性丧失的担忧、考试压力等其他因素制约了教师阅读教学AI-TPACK的转化。基于此，研究从宏观与微观两个层面构建策略体系，为高中EFL教师阅读教学能力的提升提供一定建议。

Abstract: Against the backdrop of artificial intelligence being deeply integrated into education and teaching, how senior high school EFL teachers integrate AI technology into reading instruction while addressing high-stakes accountability systems and ethical challenges has become an urgent issue for discussion. This study contextualizes AI-TPACK as an operational framework within the domain of senior high school EFL reading instruction. Employing mixed methods research, it investigates the overall status, influencing factors, and enhancement strategies of AI-TPACK for reading instruction among Chinese senior high school EFL teachers. In the quantitative phase, a questionnaire survey was conducted with 85 senior high school English teachers, followed by semi-structured interviews with four teachers in the qualitative phase. The findings reveal that: 1) Teachers’ overall AI-TPACK level for reading instruction is satisfactory (M = 118.60/155), yet there remains room for improvement; 2) School support for AI is the most significant factor influencing teachers’ AI-TPACK levels, while training experience, although not reaching statistical significance, shows a positive trend; 3) Qualitative analysis uncovers that teachers’ concerns about student academic integrity and the potential erosion of their own agency and authority, pressure from exams and other factors constrain the translation of teachers’ AI-TPACK. Based on these findings, this study constructs a system of enhancement strategies on both macro and micro levels, aiming to provide recommendations for improving high school EFL teachers’ reading instruction competence.