AI背景下高校小学教育专业人才培养质量调查

Survey on Talent Training Quality of Primary Education Major in Colleges and Universities Under the Background of AI Era

对AI时代背景下高校小学教育专业人才培养质量的现状、存在问题与不足进行调查,有利于提高高校小学教育专业人才培养质量。随机抽取陕西省某本科院校215名小学教育专业在校大学生进行相关问卷调查。调查结果显示:大部分学生对AI技术的认知程度较高,人才培养质量处于中上水平,其中持续改进维度虽高于理论中值,但有一定的上升空间;人才培养质量质量的教学资源、质量评价维度在大学生是否参加AI技术相关竞赛上存在显著性差异,且参加过相关竞赛的大学生的评价水平更高;AI时代背景下高校小学教育专业人才培养质量及培养目标、学生发展、专业建设、持续改进维度在各年级存在显著性差异。基于此,建议加大小学教育专业学生对AI技术相关知识内容的宣传力度,提高专业课教师在课堂上借助AI技术进行授课的能力,更好地培养和提高小学教育专业学生应用AI技术的能力。

The study investigates the current situation,existing problems and deficiencies of the quality of college primary education professionals under the background of AI era.This is conducive to improving the quality of college primary education professionals.The study randomly selects 215 college students of primary education major in a college in Shaanxi Province to conduct a questionnaire survey.The investigation results show that most students have a high degree of cognition of AI technology,and the quality of talent training is at an above average level.Although the dimension of continuous improvement is higher than the theoretical median value,it still needs to be improved.The teaching resources and quality evaluation dimensions of talent training quality have significant differences in whether college students participate in competitions of AI technology,and the evaluation level of college students who have participated in relevant competitions is higher.Under the background of AI era,there are significant differences in talent training quality,training objectives,student development,professional construction and continuous improvement of primary education major in colleges and universities.Based on this,it is suggested to increase the publicity of the knowledge of AI technology among students of primary education major,improve the ability of teachers of professional courses to teach with AI technology in class,and better cultivate and improve the ability of students of primary education major to apply AI technology.