生成式AI在数学课堂中的多元教学画像与教师角色重构

Generative AI in Mathematics Classrooms: Diverse Teaching Profiles and Teacher Role Reconstruction

摘要: 随着以ChatGPT等为代表的生成式人工智能技术加速渗透至数学教育领域，当前研究多聚焦于其习题生成、问题解答等表层功能，忽视了不同模型在真实教学互动中存在的系统性差异。文章旨在突破这一“黑箱化”认知，重构数学教师的专业角色，从单纯的技术使用者转型为具备AI特性诊断、精准提示设计、人机对话引导及批判性整合等核心能力的“AI教学策略师”，推动数学课堂教学向更高阶的人机协同智慧形态演进。

Abstract: As generative AI technologies represented by ChatGPT accelerate their penetration into the field of mathematics education, current research mostly focuses on superficial functions such as exercise generation and problem-solving, while neglecting the systematic differences that exist among different models in real teaching interactions. This paper aims to break through this “black-box” perception and reconstruct the professional role of mathematics teachers, transforming them from mere technology users into “AI teaching strategists” with core competencies including AI feature diagnosis, precise prompt design, human-computer dialogue guidance, and critical integration, thereby promoting the evolution of mathematics classroom teaching toward a higher-level form of human-computer collaborative intelligence.