中小学多元主体使用人工智能技术的影响因素分析

Analysis of Factors Influencing the Use of Artificial Intelligence by Multiple Subjects in Primary and Secondary Schools

当前对于中小学使用人工智能技术的影响因素研究虽已引起不少学者的关注,但其视角通常聚焦教师群体,未能考虑多元参与主体的整体影响,且大多数研究缺少覆盖全国的海量数据,导致代表性不足。为此,文章首先基于整合型科技接受模型创建了中小学多元主体使用人工智能技术的影响因素假设模型,并利用一项涵盖全国近20万份问卷的调研数据,对多元主体使用人工智能技术的现状进行分析。然后,文章对多元主体的影响因素进行实证研究,结果显示态度动机、能力水平、社会支持等因素显著影响多元主体对人工智能技术的使用,但未发现在学校间存在聚类效应。最后,文章有针对性地提出政策制定、学校保障、社会企业支持等方面的策略建议,以期为中小学应用人工智能技术提供方向性指导。

Although the current research on the influencing factors of the use of artificial intelligence(AI)in primary and secondary schools has attracted the attention of many scholars,its perspective usually focuses on the teacher group,failing to consider the overall impact of multiple participants.Moreover,most of the studies lack massive data covering the whole country,resulting in insufficient representation.Therefore,the paper firstly created a hypothetical model of the influencing factors of multi-subject use of AI technology in primary and secondary schools,and adopted a survey data covering nearly 200,000 questionnaires across the country to analyze the current situation of multi-subject use of AI technology.Then,the paper conducted an empirical study on the influencing factors of multiple subjects,and the results showed that factors such as attitude motivation,ability level,and social support significantly affected the use of AI by multiple subjects,and no clustering effect was found among schools.Finally,some strategic recommendations on policy formulation,school security,and social enterprise support were proposed in this paper,in order to provide directional guidance for the application of AI.