教师整合人工智能的学科教学知识建构

The Construction of Teachers’ Artificial Intelligence PedagogicalContent Knowledge

在当前人工智能教育应用背景下,由于人工智能对教师传统学科教学知识的部分转移,以及对教师传统学科知识教学工作的部分替代与对学科育人的难以替代,教师学科教学知识开始转向整合人工智能的学科教学知识。相较于传统的学科教学知识,教师整合人工智能的学科教学知识的主要成分从教师的教与学生的学扩展至人工智能的教与学;构成维度从单一的认知维度走向认知、情感及道德的多维关注;发展水平从学生的低阶认知发展走向高阶教书育人的统整性发展。教师整合人工智能的学科教学知识的有效建构,不仅需要教师教育者提供系统化的理论课程、融合人工智能的一体化实践课程促成教师静态知识模块的习得与动态知识结构的获取,还需要教师自身通过对相应教学实践问题的反身性探究提升知识应用的实践智慧。

Now under the background of artificial intelligence education application,due to the partial substitute of AI for teachers’traditional knowledge teaching and the difficult substitute of AI for discipline education,teachers’pedagogical content knowledge is turning to artificial intelligence pedagogical content knowledge(AI-PACK).Compared with the traditional teachers’pedagogical content knowledge,the main component of teachers’AI-PACK is extended from teachers’teaching and students’learning to the teaching and learning of artificial intelligence.The constituent dimension of AI-PACK changes from single cognitive dimension to multi-dimensional attention to cognition,emotion and morality.The development level of AI-PACK is from the low-level cognitive development of students to the integrated development of high-level imparting knowledge and educating people.In order to ensure the effective construction of teachers’AI-PACK,teacher educators should not only build systematic theoretical courses to promote teachers’acquisition of static AI-PACK,but also integrate AI teaching practice to promote teachers’acquisition of dynamic AI-PACK,and enhance teachers’practical wisdom of AI-PACK application through reflexive exploration of teaching practice.