继续教育研究Issue(8)：55-61,7.
GAI赋能乡村教师跨学科教学胜任力:机理、风险与优化路径
Generative Artificial Intelligence Empowering Rural Teachers'Interdisciplinary Teaching Competence:Mechanisms,Risks and Optimization Pathways
摘要
Abstract
The rise and evolution of the generative artificial intelligence paradigm bring new opportunities to rural teachers.Generative artificial intel-ligence empowers rural teachers'competence in cross-disciplinary teaching design,implementation,evaluation,and integration of local resources through four major mechanisms:the transfer and reduction of cognitive load,the expansion and reconstruction of cognitive frameworks,the stimulation and support of innovative practices,and the iteration and evolution of human-machine collaboration.However,this empowerment process is accompanied by multiple potential risks,including the structural marginalization of conceptual thinking and teaching creativity,the disembedding of contextual interaction and the reproduction of local knowledge,the technological narrowing of value diversity and process insight,and the displacement and legitimacy crisis of local knowledge construction subjects.To address these challenges,this study proposes several mitigation strategies,including anchoring educational values and internalizing ethical principles to reinforce teacher subjectivity as the foundation of empowerment;reconstructing instructional processes and targeting com-petence-based interventions;and strengthening ecological support and collaborative governance to build a sustainable empowerment system.These efforts aim to enable rural teachers to achieve transformative and sustainable development in interdisciplinary teaching competence through effective human-ma-chine collaboration.关键词
生成式人工智能/乡村教师/跨学科教学胜任力/赋能Key words
Generative artificial intelligence(GAI)/Rural teachers/Interdisciplinary teaching competence/Empowerment分类
社会科学引用本文复制引用
时聪,邱艳萍..GAI赋能乡村教师跨学科教学胜任力:机理、风险与优化路径[J].继续教育研究,2026,(8):55-61,7.基金项目
陕西省教育厅2024年度哲学社会科学重点研究基地项目"教育数字化背景下西部乡村教师数字胜任力评价及提升研究"(编号:24JZ011) （编号:24JZ011）
陕西(高校)哲学社会科学重点研究基地西部农村教育发展协同创新中心基地培育项目"基于胜任力提升的乡村教师增值性评价研究"(编号:024CIC003). （高校）
