乡村教师智能素养:“桥接”框架、演进阶段与保障条件

Intelligent Literacy of Rural Teachers:“Bridging”Framework,Evolution Stage and Guarantee Conditions

在乡村振兴战略背景下,乡村教师队伍成为振兴乡村教育、助力乡村未来发展的有生力量。人工智能技术的发展对乡村教师的教学能力提出新的要求,如何发展和培养乡村教师的智能素养成为迫切需要解决的问题。乡村教师的智能素养包括AI教育意识、AI教育知识、AI教学能力与AI教育规范4个维度,其相较于原来的教师教育技术能力标准要求,两者既能建立起彼此“桥接”的框架,也能实现对教师教育技术能力标准的超越,如扩大“意识”的对象与目标,扩展“知识”的结构与范围,提高“能力”的水平、范围及核心要求,提升“规范”的品质与层次要求,以及增益智能素养的知能情感。依据该“桥接”框架,乡村教师智能素养发展大致需要经历智能知识与技能形成、智能技术运用、规范与意识、智能素养形成4个阶段。为了保障乡村教师智能素养培养的落实,既需要教育管理部门出台相关智能教育配套政策以鼓励和引领乡村教师积极开展智能教学实践,也需要学校提供共性标配和特色选配的基础条件以及针对不同阶段提供相应的教育实践指南等实践条件支持。

Under the background of rural revitalization strategy,rural teachers have become a vital force for revitalizing rural education and helping the future development of rural areas.The development of artificial intelligence technology puts forward new requirements for the teaching ability of rural teachers,and how to develop and cultivate the intelligent literacy of rural teachers has become an urgent problem to be solved.The intelligent literacy of rural teachers includes four dimensions:AI education awareness,AI education knowledge,AI teaching ability and AI education norms.Compared with the original requirements of“teacher education technical ability standard”,the two can not only establish a framework of“bridge”with each other,but also achieve the transcendence of“teacher education technology ability standard”,such as expanding the object and goal of“awareness”,expanding the structure and scope of“knowledge”,improving the level,scope and core requirements of“ability”,improving the quality and level requirements of“standard”,and enhancing the knowledge,abilities and emotions of intelligent literacy.According to the“bridging”framework,the development of rural teachers’intelligent literacy roughly needs to go through four stages,that is,intelligent knowledge and skill formation,intelligent technology application,standardization and awareness,and intelligent literacy formation.In order to ensure the cultivation of rural teachers’intelligent literacy,it is necessary for education management departments to issue relevant supporting policies for intelligent education to encourage and lead rural teachers to actively carry out intelligent teaching practice,and it is also necessary for schools to provide basic conditions such as common standard conditions and characteristic selection,as well as corresponding educational practice guidelines for different stages.