摘要
Abstract
The intention and behavior of primary and secondary school teachers regarding the use of artificial intelligence(AI)in teaching directly affect the effectiveness of technology implementation.However,existing research still lacks in mechanism exploration,analyzing multi-factor analysis,and identification of structural disparities.Therefore,this paper first constructed a model of teachers'intention and behavior towards AI teaching in primary and secondary schools.Then,based on 1,121 nationwide questionnaire data,the paper systematically analyzed the application intention,influencing mechanism,and behavioral characteristics of teachers'AI teaching using structural equation modeling and association rule mining.The results showed that teachers'teaching intention presented a dual characteristic of"cognitive recognition yet behavioral prudence"with significant group differences.Subjective norms,perceived usefulness,and perceived ease of use significantly drove usage intention,while the institutional driving force of subjective norms was relatively weak.Variables such as age and gender played moderating roles.Moreover,AI anxiety was significantly associated with usage behavior,and training experience moderated both anxiety and usage behavior.Based on these findings,a policy framework of"institutional empowerment-technological domestication-professional reconstruction-collaborative promotion"was proposed,aiming to provide guidance for advancing AI teaching among primary and secondary school teachers.关键词
人工智能教学/技术接受模型/教师行为意向/结构方程模型/关联规则挖掘Key words
AI teaching/technology acceptance model/teachers'behavioral intentions/structural equation modeling/association rule mining分类
社会科学
