【摘要】 乡村教师教学能力发展是提升乡村教育质量、促进教育公平以及乡村振兴的重要基础,而如何有效利用智能技术赋能乡村教师队伍建设需要从乡村教师发展的实际困境和真实需求出发。基于此,该研究面向一线教师和教研员,结合问卷调研和访谈分析了影响乡村教师教学能力发展的个人内部因素、技术资源因素,以及涵盖教师专业发展机制与队伍管理机制的制度保障因素中现存的问题,提出了智能技术赋能乡村教师教学能力提升的适应性策略。该策略旨在发挥智能技术的主动性、智能性、易用性和持续性特点,并借助生成式人工智能的新兴技术优势,解决技术资源因素中的硬件管理、软件应用等现实问题,并逐步缓解教师自身认知与非认知内在因素对乡村教师发展的制约,充分利用智能环境中沉淀的教学数据构建乡村教师数字画像赋能教师队伍管理,创新主动咨询与被动流转相结合的城乡智力资源流动机制,持续推动乡村教师教学能力的升阶发展。更多还原

【Abstract】 The development of rural teachers’ teaching competence serves as an important foundation for enhancing the quality of rural education, promoting educational equity, and driving rural revitalization. To effectively utilize intelligent technology to empower the construction of the rural teacher workforce, it is necessary to start from the actual dilemmas and real needs of the development of rural teachers’ teaching competence. Based on this, this study targeted teachers and teacher instructors, combining questionnaire surveys and interviews to analyze the existing issues in the internal individual factors, technical resource factors, and institutional guarantee factors(including teacher’ s professional development mechanisms and management mechanisms that affect the development of rural teachers’ competence. Then, adaptive strategies for enhancing rural teachers’ teaching competence through intelligent technology were proposed. Leveraging the initiative, intelligence, usability, and sustainability characteristics of intelligent technology, and taking advantage of the emerging technological strengths of generative artificial intelligence, the strategy aims to address practical issues such as hardware management and software application among technical resource factors, and gradually alleviate the constraints imposed by the teachers’ cognition and non-cognitive internal factors on their professional development. At the same time, it is proposed to construct digital portraits of rural teachers, making full use of the multimodal teaching data accumulated in the intelligent environment to enhance teacher management. Additionally, a mechanism of intellectual resources flow between urban and rural, combining active consultation and passive transfer, is proposed to continuously promote the advancement of rural teachers’ teaching competence.更多还原