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作为教育改革的践行者,教师对人工智能教育的接受意愿和效能体验将影响其实践质量。然而,什么是教师接受人工智能教育的影响因素?国内学界尚未对此作出回应。鉴于此,以1072位中小学教师为研究对象,采用结构方程模型、差异检验及事后多重比较等方法,分析中小学教师接受人工智能教育的影响因素以及调节效应。研究发现:人工智能教育接受度的影响因素依次为绩效期望>努力期望>促成条件>社会影响>感知风险,学历、教龄和学科等变量正向调节接受度水平,性别的调节效应并不显著。基于实证结果,提出未来人工智能教育的推进策略:完善保障体系,提升人工智能教育的期望效价;优化资源文化,丰富人工智能教育的促成条件;强化价值认同,扩大人工智能教育的社会影响;规避技术陷阱,彰显人工智能教育的育人之本。
Abstract：As practitioners of education reform, teachers' willingness to accept and performance experience will affect practice quality of artificial intelligence education. However, what are the factors that influence teachers' acceptance of artificial intelligence education? The domestic academic community has not yet responded to this. In view of this, the study took 1072 primary and secondary school teachers as research objects, used structural equation modeling, difference test and multiple post-comparison methods analyzed the influencing factors and moderating effects of primary and secondary school teachers' acceptance of artificial intelligence education. The results showed that the influencing factors of acceptance are as follows: performance expectation>effort expectation>facilitating conditions>social influence>perceived risk, variables such as education background, teaching age and discipline positively moderated the acceptance level, and gender had no significant moderating effect. Based on empirical results, the promotion strategy of artificial intelligence education in the future are proposed: improve the guarantee system and increase the expected value of artificial intelligence education; optimize resource culture and enrich the facilitating conditions of artificial intelligence education; strengthen value identification and expand the social impact of artificial intelligence education; avoid technical traps and highlight the education of artificial intelligence education.
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基本信息:
DOI：10.13927/j.cnki.yuan.20210708.001
中图分类号:G633.67
引用信息:
[1]李世瑾,顾小清.中小学教师对人工智能教育接受度的影响因素研究[J].现代远距离教育,2021,No.196(04):66-75.DOI:10.13927/j.cnki.yuan.20210708.001.
基金信息:
2019年度国家社会科学基金重大项目“人工智能促进未来教育发展研究”(编号：19ZDA364)
2021-07-09
2021-07-09
2021-07-09