现代远距离教育

教师隐性知识显性化是将内隐实践经验转化为可传播、可迭代显性知识的过程，但传统基于个体反思与同伴交流的方式，受限于对话空间与认知支持的不足，难以有效促进这一转化。生成式人工智能（GAI）与教师专业发展的融合为突破上述局限提供了新途径。为探讨GAI赋能教师知识转化的实现路径，采用多案例研究法，以26个人机协同的课例研修活动为分析对象，揭示其过程特征与典型表现：在经验显现协同阶段，GAI通过人机对话激活教师内隐教学观念、习惯与技巧的语言化表征；在经验加工协同阶段，零散经验信息经由GAI支持的概念识别、逻辑迁移与结构组织转化为结构化教学认知；在知识外化协同阶段，GAI促进教师经验结构实体化为教学内容、教学方法与技术整合方式等人机共创的显性知识成果。基于此，构建了GAI赋能教师隐性知识显性化的协同进阶模型，为人机协同视域下的教师知识发展研究提供参考。

The explicitation of teachers’ tacit knowledge refers to the process of transforming implicit practical experience into communicable and iterative explicit knowledge. However， traditional approaches based on individual reflection and peer interaction are often constrained by limited dialogic space and insufficient cognitive support， making it difficult to effectively facilitate this transformation. The integration of generative artificial intelligence (GAI) into teacher professional development provides a new pathway for addressing these limitations. To explore how GAI supports teachers’ knowledge transformation， a multiple-case study was conducted with 26 human–AI collaborative lesson study activities as the analytical cases， revealing the process characteristics and typical manifestations of GAI-enabled tacit knowledge explicitation. At the stage of experiential articulation， GAI activates the linguistic representation of teachers’ implicit instructional beliefs， habitual practices， and pedagogical skills through human–AI dialogue. At the stage of experiential processing， fragmented experiential information is transformed into structured pedagogical cognition through GAI-supported concept identification， logical transfer， and structural organization. At the stage of knowledge externalization， GAI facilitates the embodiment of teachers’ experiential structures into human–AI co-created explicit knowledge products， including instructional content， teaching methods， and technology integration approaches. Based on these findings， a progressive collaborative model of GAI-enabled explicitation of teachers’ tacit knowledge is constructed， providing a reference for research on teacher knowledge development from a human–AI collaboration perspective.