AI-TPACK视域下中学英语教师生成式人工智能素养区域调研与赋能路径

Regional Investigation and Empowerment Paths of Middle School English Teachers’ Generative AI Literacy from the Perspective of AI-TPACK

摘要: 为探究东中部中学英语教师生成式人工智能素养差异，本研究以AI-TPACK为分析框架，选取浙江湖州、湖北黄冈共420名中学英语教师开展问卷与半结构化访谈混合研究。结果表明：两地教师AI使用态度、伦理素养无明显差异，但应用、评估素养及使用意愿存在显著区域、城乡分层；教师整体AI素养随教龄升高逐步递减；五大素养两两高度正相关，普遍存在“接纳意愿高、课堂转化弱”的知行脱节困境。机制分析显示区域数字化投入、城乡教研硬件、通用化培训模式、代际学习差异是素养分化核心诱因。理论层面，本研究完善AI-TPACK框架，提出伦理素养应纳入三维融合体系，修正“技术意愿直接驱动教学创新”固有认知；实践层面构建分区域、分教龄、分场景三维培育路径，可为长三角与中部地区英语教育数字化均衡发展提供实证依据与落地方案。

Abstract: To explore the disparities in generative artificial intelligence literacy among middle school English teachers in eastern and central China, this study adopts the AI-TPACK framework as the analytical lens and conducts a mixed-methods research combining questionnaires and semi-structured interviews with a total of 420 middle school English teachers from Huzhou, Zhejiang Province and Huanggang, Hubei Province. The results reveal that there are no significant interregional differences in teachers’ AI usage attitudes and ethical literacy between the two regions, whereas notable regional and urban-rural stratifications exist in their practical application literacy, evaluation literacy and willingness to use AI. Teachers’ overall generative AI literacy declines gradually with the increase of teaching years. The five dimensions of literacy are strongly and positively correlated pairwise, and teachers generally face a dilemma of disconnection between cognition and practice, namely “high acceptance willingness yet weak classroom transformation”. Mechanism analysis identifies four core contributors to the differentiation of teachers’ AI literacy: regional investment in digital education, urban-rural gaps in teaching and research infrastructure, generalized teacher training models, and intergenerational disparities in learning capacity. Theoretically, this study optimizes the AI-TPACK framework by proposing that ethical literacy should be integrated into its three-dimensional fusion system, and revises the conventional assumption that technological willingness directly drives pedagogical innovation. Practically, a three-dimensional empowerment path categorized by region, teaching seniority and teaching scenarios is constructed. The findings can provide empirical evidence and implementable solutions for the balanced digital development of English education in the Yangtze River Delta and central China.