【摘要】 当前中小学人工智能课程建设已纳入国家战略发展规划，然而师资匮乏成为课程建设的瓶颈，亟须大力开展有效的教师专业发展活动。其中，教学效能感的培养会直接影响教师的教学投入、教学实践以及学生的学习效果。因此，文章基于TPACK理论设计专业发展知识体系，结合教学自我效能感提升途径和有效教师专业发展要素构建了线上线下融合的专业发展活动框架，并以40位信息技术教师为研究对象开展了为期25天的实验干预。问卷和访谈的数据分析结果显示，这种专业发展活动显著提升了信息技术教师的人工智能教学效能感，且具有不同先验知识的教师之间不存在显著性差异。这些发现揭示了文章所构建的专业发展知识体系和活动框架在提升中小学信息技术教师人工智能教学效能感方面的有效性，并会对信息技术教师的人工智能教学实践和学生学习结果产生积极的影响。更多还原

【Abstract】 At present, the construction of the artificial intelligence curriculum in K-12 schools has been included in the national strategic development plan. However, the shortage of teachers has become the bottleneck of curriculum construction. Therefore, it is necessary to vigorously implement effective teacher professional development. Promoting teaching self-efficacy will affect teachers’ teaching engagement, teaching practice and students’ learning effect. Hence this study designed a professional development knowledge system based on TPACK theory, constructed a blended professional development combing with ways to improve teaching self-efficacy and effective teachers’ professional development elements, and carried out a 25-days intervention with 40 potential AI teachers as participants. In terms of improving teaching self-efficacy, the data analysis results of the questionnaire and interview showed that this kind of teacher professional development significantly improved CS teachers’ AI teaching self-efficacy, and caused no significant differences in CS teachers with different prior knowledge. These findings reveal the effectiveness of this professional development model in improving the AI teaching self-efficacy of K-12 CS teachers and may have a positive impact on their teaching practice and students’ learning results.更多还原