Research On The Current Situation And Strategy Of Artificial Intelligence PCK For Pre-service Information Technology Teachers

Today,with the rapid development of artificial intelligence,a series of documents such as“New Generation of Artificial Intelligence Development Plan” and the “Action Plan for Education informatization 2.0”.These documents advocated the introduction of artificial intelligence courses and programming courses in primary and secondary school classrooms.Information technology teachers are the practitioners of artificial intelligence education.Therefore,the level of PCK of pre service information technology teachers directly affects the teaching quality of artificial intelligence courses.This study investigated the current situation of artificial intelligence（AI）PCK of educational technology students in three normal universities.The aim was to reveal the current situation of the subject teaching knowledge level,to find out the problems and to put forward the corresponding strategies.Firstly,through to the domestic and foreign PCK correlation research analysis and summarizes the domestic and foreign artificial intelligence education present situation.According to the relevant theory of PCK and the information technology curriculum standard of Senior High School（2017 edition revised in 2020）,the survey dimensions of the current situation of PCK of artificial intelligence of pre-service information technology teachers were determined.The survey was carried out from five aspects: curriculum knowledge,teaching content knowledge,student knowledge,teaching strategy knowledge and teaching evaluation.Formulate a questionnaire and carry out the survey according to the five dimensions.Then,twelve normal students who are willing to become information technology teachers are selected for in-depth interview results for data analysis.Secondly,use SPSS to analyze the data.The results show that the level of artificial intelligence PCK of pre-service information technology teachers is good in teaching strategy knowledge,teaching evaluation knowledge and students ’ knowledge.Teaching content knowledge and curriculum knowledge are relatively weak.There is no significant difference between subordinate normal universities and provincial normal universities.There are significant differences in different dimensions of subject teaching knowledge in different grades,whether there is teaching experience,whether there is willingness to engage in information technology teachers after graduation and whether there is an artificial intelligence course.Thirdly,combined with data analysis and interviews,it is found that there are three problems and deficiencies in the development and training of pre service information technology teachers’ artificial intelligence PCK.First,normal students majoring in educational technology do not grasp the teaching content and curriculum knowledge of artificial intelligence,and ignore the learning of information technology curriculum standards.Second,the educational practice experience of normal students majoring in educational technology does not play a full role.Third,the cognition of information technology teachers is vague and the purpose of employment is not clear.Finally,suggestions are put forward to solve the above problems.First,strengthen the learning of curriculum standards,formulate training objectives for curriculum standards and implement them,organize front-line information technology teachers and researchers to guide normal students to learn artificial intelligence,so as to strengthen normal students ’ learning of curriculum standards and enhance their awareness of information and information sharing.Second,enrich practical links,for example,to introduce practical content in the setting of relevant courses.Organize relevant practical activities and competitions,and adopt the mode of school-enterprise cooperation to better integrate students ’ artificial intelligence knowledge and practice.Third,establishing good professional quality and strengthening the professional identity of normal students.Improving the access conditions for normal students.Highlight professional characteristics.Establishing associations to establish the link of knowledge sharing and expansion,and strengthening the professional identity of normal students.This study has reference significance for the research of pre-service it teachers,and it also provides reference for more pre-service it teachers to self-evaluation and promote their self-active ability and professional development.