【摘要】 师范生是未来基础教育教师队伍的重要后备力量，其自主发展能力作为教师职业能力标准的关键组成部分，是推动职前职后一体化教师教育体系建设的核心要素。随着生成式人工智能的快速发展，人工智能素养已成为师范生应对教育智能化转型、履行未来教学职责不可或缺的核心素养。在此背景下，文章基于1004份师范生的问卷调查数据，采用OLS多元线性回归模型、夏普里值分解法、分位数回归模型和中介效应模型进行实证分析，探究了人工智能素养对师范生自主发展能力的影响，结果发现：人工智能素养对师范生自主发展能力及其注重专业成长、主动交流合作两个维度具有显著的正向影响；人工智能素养对师范生自主发展能力的影响具有边际递减特征；创造性自我效能感在人工智能素养与师范生自主发展能力及其两个维度之间起中介作用。基于此，文章针对高校师范生培养提出建议，以期提升自主发展能力、建设高水平教师队伍，并为促进人工智能与教师教育的深度融合提供实证依据。更多还原

【Abstract】 Pre-service teachers represent the future reserve force of the basic education teaching workforce, and their autonomous development ability, as a key component of professional teaching standards, serves as a core element in advancing the integrated pre-service and in-service teacher education system. With the rapid development of generative artificial intelligence(AI), AI literacy has become an indispensable core competency for pre-service teachers to respond to the intelligent transformation of education and fulfill their future teaching responsibilities. Against this backdrop, this paper employed an empirical analysis based on survey data from 1,004 pre-service teachers, utilizing OLS multiple linear regression models, Shapley value decomposition, quantile regression models, and mediation models to explore the influence of AI literacy on their autonomous development ability. The findings revealed that: firstly, AI literacy exerted a significantly positive impact on preservice teachers’ autonomous development ability, particularly in the dimensions of “focusing on professional growth” and “active communication and collaboration”; secondly, the impact of AI literacy on pre-service teachers’ autonomous development ability exhibited a diminishing marginal effect; thirdly, creative self-efficacy played a mediating role between AI literacy and pre-service teachers’ autonomous development ability. Based on these findings, this study put forward recommendations for the cultivation of pre-service teachers in higher education institutions, aiming to enhance their autonomous development ability, build a high-quality teaching workforce, and provide empirical evidence for promoting the deep integration of AI and teacher education.更多还原