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人工智能赋能课堂教学的路径与思考

The Paths and Thoughts of Enabling Classroom Teaching with Artificial Intelligence

Education Study / 2025,7(9): 919-923 / 2025-09-11 247 200

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• Authors: 段圆园
• Information:

  红河卫生职业学院公共课部，蒙自

• Keywords:
  Artificial Intelligence; AI+Teacher; Human-computer collaboration
  人工智能; AI+教师; 人机协同
• Abstract: In recent years, the rapid development of artificial intelligence (AI) technology and its deep penetration into the field of education have drawn widespread attention and profound reflection from the global education community. This study focuses on the core impact of AI technology on teachers’ professional identities, pointing out that AI is profoundly transforming and even reconstructing teachers’ inherent cognitive structures and accustomed teaching practices. Amid the AI wave, the teaching profession urgently needs to keep pace with the times and proactively adapt to the role transformation and intelligence upgrade demands brought about by technological changes. Looking to the future, this study proposes that the deeply integrated collaborative teaching model of “AI+Teacher” will constitute the core trend of educational development. This model emphasizes that AI is an enabler of teaching reform rather than a replacer of teachers, and that technology application should be people-oriented, with AI not taking over educational sovereignty. Human-computer collaboration is the direction of development for smart education, where AI agents and human teachers form complementary collaborative relationships based on their respective advantages, and empower the teaching classroom through intelligent teaching environments and other means. 近年来，人工智能技术的迅猛发展及其在教育领域的深度渗透，已引发全球教育界的广泛关注与深刻反思。本文聚焦于AI技术对教师专业身份的核心影响，指出人工智能正在深刻催变乃至重构教师固有的认知结构与习以为常的教学实践方式。身处AI浪潮之中，教师群体亟需与时俱进，主动适应技术变革带来的角色转型与智慧升级需求。展望未来，“AI+教师”深度融合的协同教学模式将构成教育发展的核心趋势，该模式强调AI是教学改革的赋能者，而非教师的取代者，技术应用要以人为本，AI不能占据教育主权。人机协同是智慧教育的发展方向，AI智能体与人类教师基于各自优势形成互补性协作关系，通过教学环境智能化等途径赋能教学课堂。
• DOI: https://doi.org/10.35534/es.0709174
• Cite: 段圆园．人工智能赋能课堂教学的路径与思考［J］．教育研讨，2025，7（9）：919-923．