Investigation And Research On The Teaching Application Of Artificial Intelligence Technology For Primary And Secondary School Teachers

In the context of the rapid development of artificial intelligence technology,all aspects of people’s lives have been deeply affected by artificial intelligence technology,but artificial intelligence in education is still in its initial stage,and as the main subject of educational activities,the development of teachers’ own teaching ability in the application of artificial intelligence technology is of great research significance at present and for a long time in the future.In this study,we found in the literature combing and analysis of the domestic literature in the past ten years that most of the existing studies on the development of teachers’ professional competence in the technological perspective are currently focused on the development of teachers’ informational teaching competence,because information technology in the past mainly refers to multimedia technology,while most of the studies focusing on teachers’ AI technology teaching application competence are concentrated in the stage of theoretical research and development of application platforms,lacking the Empirical research on teachers’ ability is lacking.Therefore,in order to clarify the current situation of the development of primary and secondary school teachers’ ability to apply AI technology in teaching,a survey study on the current situation of primary and secondary school teachers’ ability to apply AI technology is proposed.Based on TPACK theory and teacher professional development theory,this study developed a detailed research plan and research instruments.Using the research methods of literature analysis and survey research,elements from the developmental requirements of teachers’ competencies in the 2014 version of the Standards for Information Technology Application Competencies for Primary and Secondary School Teachers(for Trial Implementation)promulgated by the national government department and the research results of several industry experts such as Zhu Zhiting and Zhang Yi were used to compile the Questionnaire for Teaching Applications of Artificial Intelligence Technology for Primary and Secondary School Teachers,while a pre-survey session was included for The questionnaire was also administered to 647 primary and secondary school teachers in Guangxi,including the pre-survey session.In order to analyze the current situation of the development of primary and secondary school teachers’ AI technology teaching application ability in a deeper way,an "Interview Outline for Primary and Secondary School Teachers’ AI Technology Teaching Application" was developed based on the questionnaire,and field visits and in-depth interviews were conducted with five schools and five teachers from the sample sources.The study investigated and statistically analyzed eight social attributes of teachers,including gender,age,teaching age,highest education obtained,job title,school district,weekly classroom volume,and frequency of professional learning.The collected questionnaire data were analyzed in five dimensions,including AI technology literacy,teaching planning and preparation,classroom organization and management,assessment and diagnosis,and teacher learning and development,using independent sample t-test,one-way ANOVA analysis,post hoc test,and mean analysis were used for full analysis.Combined with the analysis of data and interview results,the results of the study showed that there were significant differences in the level of teachers’ AI technology teaching application ability at two levels: the region where teachers’ schools are located and the frequency of teachers’ professional learning of AI technology.The development level of AI technology teaching application ability of primary and secondary school teachers at this stage was summarized as having the following three problems: 1.relatively good overall level but large individual differences;2.large differences in regional levels and uneven development between urban and rural areas;and 3.insufficient motivation for professional development of low-and high-age teachers.In this regard,after referring to the current policies and many literatures in China’s education field,this study proposes targeted enhancement strategies in terms of both internal teacher promotion and external factor promotion: 1.Internal teacher factor enhancement:(1)strengthen professional development learning and guarantee sufficient learning frequency;(2)change their own teaching philosophy and strengthen the concept of intelligent teaching;(3)combine theory and practice and promote the integration of intelligent technology and External factors:(1)strengthen macro-regulation of education departments and promote the rotation of excellent teachers;(2)establish intelligent learning communities and guarantee effective regional teaching and research;(3)carry out targeted teacher training and establish school-based evaluation mechanisms.The research questions in this study are from the perspective of teacher professional competence development in the era of intelligent education,and the research content is innovative in both theory and practice.The conclusions drawn from the study can provide some reference and reference for local teacher education training and teacher education,enrich the theory of teacher professional development to a certain extent,and promote the development of teachers’ professional competence.