【摘要】 虽然生成式人工智能（Generative Artificial Intelligence,GenAI）对于教师教育领域的变革前景已受到广泛关注，然而GenAI“能否”以及“如何”影响教师集体教学反思深度的实证研究仍存在较大缝隙。为此，文章采用混合研究方法，首先开展准实验研究，使用协方差分析对GenAI介入影响教师集体反思深度的差异进行独立性检验。之后，对使用过GenAI的研讨小组进行聚类分析及滞后序列分析，识别出“GenAI高反思深度组”与“GenAI低反思深度组”的行为序列差异。最后，使用内容分析法、访谈法和扎根理论对GenAI导致反思深度产生差异的成因进行分析。结果表明：GenAI引领教师集体深度反思，“情境化迁移-结构化语言提示-证据链驱动决策”机制联合触发教师的反思性思维是关键驱动因素；教师对GenAI的认知不足、面临信任危机，以及反思自觉不足和能力浅表化三重困境影响集体教学反思深度；亟需通过加强对GenAI工具的科普、发挥人机互补优势以及帮助教师培养反思性思维等方式突围。文章通过研究，旨在为进一步优化GenAI在教师教育领域的应用提供理论和实践路向。更多还原

【Abstract】 Although generative artificial intelligence(GenAI) has garnered widespread attention for its transformative potential in the teacher education, substantial gaps remain in empirical research examining whether and how GenAI affects the depth of teachers’ collective teaching reflection. Therefore, employing a mixed-methods approach, this paper firstly carried out a quasiexperimental research, and tested the independence effect of GenAI intervention on the depth of collective reflection using covariance analysis. Secondly, cluster analysis and lag sequence analysis were applied to research groups that used GenAI, identifying behavioral sequence differences between “high-reflection depth ” and “low-reflection depth cohorts utilizing GenAI”. Finally, content analysis, interviews, and grounded theory were employed to analyze the underlying causes of the differential reflective depth induced by GenAI. The results indicated that GenAI facilitated deep collective reflection in teachers, with the “contextual transfer-structured language prompts-evidence chain-driven decision-making” mechanism being the key driving force behind reflective thinking. Three constraints which included teachers’ insufficient understanding of GenAI, trust deficits, and the lack of self-awareness in reflection and superficial reflective capacity limited reflection depth. There was an urgent need to break through by strengthening the popularization of GenAI tools, leveraging the complementary advantages of humans and machines, and helping teachers cultivate reflective thinking. Through research, this paper was aimed to provide theoretical and practical directions for further optimizing the application of GenAI in the field of teacher education.更多还原