职前英语教师AI素养现状与提升路径研究

Research on the Current Status and Pathways for Improvement of Pre-Service English Teachers’ AI Literacy

摘要: 人工智能技术的快速发展对职前英语教师人工智能素养提出了更高要求。本研究从人工智能认知、使用、评估和伦理四个维度出发，采用问卷调查法，对81名职前英语教师的人工智能素养现状进行分析。结果表明：职前英语教师人工智能素养整体处于中等偏上水平，呈现“认知与使用较高、评估居中、伦理较弱”的特点；四个维度总体呈显著正相关，但评估与认知、伦理之间相关性较弱；性别、年级、人工智能课程修读经历及使用频率对部分维度存在显著影响。研究建议加强人工智能伦理教育和评估能力培养，优化师范课程体系与实践支持，完善职前教师人工智能素养培养和评价机制，为教师教育课程改革提供参考。本研究从多维度视角拓展了职前教师人工智能素养的分析框架，为师范生人工智能素养培养及教师教育课程改革提供了实证参考。

Abstract: The rapid development of artificial intelligence (AI) technology has placed higher demands on the AI literacy of pre-service English teachers. Drawing on four dimensions—AI awareness, AI usage, AI evaluation, and AI ethics—this study employed a questionnaire survey to examine the current state of AI literacy among 81 pre-service English teachers. The results show that pre-service English teachers’ overall AI literacy is at a moderately high level, exhibiting a pattern of relatively high awareness and usage, moderate evaluation ability, and comparatively weak ethical awareness. The four dimensions were generally significantly and positively correlated with one another, although the correlations between evaluation and both awareness and ethics were relatively weak. Gender, grade level, prior experience with AI-related coursework, and frequency of AI use were found to have significant effects on certain dimensions. Based on these findings, this study recommends strengthening AI ethics education and evaluation skills training, optimizing teacher education curricula and practical support systems, and improving mechanisms for cultivating and assessing pre-service teachers’ AI literacy, thereby providing a reference for the reform of teacher education curricula. By extending the analytical framework of pre-service teachers’ AI literacy from a multidimensional perspective, this study offers empirical evidence to inform AI literacy cultivation for pre-service teachers and the reform of teacher education programs.