| In recent years,with the rapid development of "Internet+" technology and Artificial Intelligence technology,more and more attention has been paid to the integration of Artificial Intelligence technology and teaching in the process of implementing information-based education.At the same time,with the promotion and development of education reform,the national level is also putting forward higher and higher requirements for the integration of Artificial Intelligence technology and teaching.In the current reform of English teaching in basic education in China,there is strong support for the use of modern information technology and Artificial Intelligence technology to create more intuitive,visual and vivid English learning conditions and English learning environments in order to stimulate students’ interest in learning English and increase their motivation to learn English,thereby optimising English teaching.Artificial Intelligence in education is a hot topic at the moment,and there is always time for new things to be accepted.A range of issues have also arisen for frontline teachers when using Artificial Intelligence technology to assist in teaching.G Primary School introduced the "Speaking 100" smart learning space in September 2019,and the school’s English teachers have gained some experience in using Artificial Intelligence technology to enhance students’ English learning.Based on Borg’s theory of teacher cognition and technology acceptance model,this paper selects G Primary School as the research object and uses interviews and classroom observations to understand the current situation of the teachers’ use of Artificial Intelligence technology in G Primary School.Combining the data generated by the students in the process of using the "Speaking 100" smart learning space,we conclude that G Primary School is a good place to learn English.The data generated from the students’ use of the "Speaking 100" learning space were analysed to identify the problems that existed in the use of AI-assisted teaching by English teachers in primary schools.Based on the teachers’ perceptions,the case study identifies the causes of the problems and suggests countermeasures for improvement,with a view to helping primary school English teachers to better integrate AI teaching products into their teaching and to use the transformative power of AI technology to influence primary school English teaching practice.This case study presents real-life examples of Artificial Intelligence technology-assisted primary English teaching and enriches the understanding of the role of Artificial Intelligence technology in primary English education and the importance of teachers’ cognition in teacher decision-making and teacher behaviour,providing case support for Artificial Intelligence technology-assisted teaching in China and a reference for future research on teachers’ cognition. |
