摘要
Abstract
Generative AI technology brings new opportunities for the professional development of kindergarten teachers.By playing the three roles of"educational partner","teaching assistant"and"companion reader"for children,it deeply em-powers teaching and care practices.However,there are multiple risks behind the application of technology:First,the ex-cessive expansion of instrumental rationality is likely to lead to an overemphasis on technology and a neglect of humanistic el-ements in the educational process,disrupting the internal logic of teachers' professional development.Second,the overall digital literacy of kindergarten teachers varies,and some teachers are faced with the dilemma of being unable to master new technologies and"falling behind".Third,the widespread application of generative artificial intelligence may undermine the uniqueness of the teacher's role and trigger ethical disputes.Fourth,differences in resource supply have exacerbated the"intelligent divide"among teacher groups,hindering the balanced development of preschool education.This paper proposes countermeasures:systematic training to help teachers actively embrace technology,cultivating"prompting quotient"to en-hance teachers' core literacy in accurately applying technology,guiding the rational application of technology in early child-hood education through ethical norms,and customizing professional development paths based on teachers' personalized por-traits,so as to achieve a benign integration of generative artificial intelligence and the professional development of kindergar-ten teachers.关键词
生成式人工智能/教师专业发展/问商Key words
Generative AI/teacher professional development/prompting quotient分类
社会科学
