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基于扎根理论的AI时代数学教师教学技能训练模型构建研究

Research on the Construction of a Teaching Skills Training Model for Mathematics Teachers in the AI Era Based on Grounded Theory

Education Study / 2025,7(10): 1100-1104 / 2025-10-28 134 59

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• Authors: 薛志坚
• Information:

  岭南师范学院，湛江

• Keywords:
  Grounded theory; Mathematics teaching skills; Artificial Intelligence (AI); Teacher professional development; Model construction
  扎根理论; 数学教学技能; 人工智能; 教师专业发展; 模型构建
• Abstract: The rapid advancement of artificial intelligence (AI) technology is comprehensively transforming the field of mathematics education, making the adaptive transformation of teachers’ teaching skills a key challenge. Based on grounded theory, this study interviewed 24 secondary school mathematics teachers and conducted classroom observations to construct a “Dual-Driven Three-Stage” model for training mathematics teachers’ teaching skills in the AI era. The research shows that: (1) The development of mathematics teachers’ skills is jointly driven by technological innovation momentum (e.g., the upgrading of AI tools) and professional internal drive (e.g., the continuous pursuit of teaching effectiveness); (2) Their growth path presents staged characteristics, including the Tool Adaptation Stage, the Teaching Integration Stage, and the Innovation Leadership Stage. Furthermore, accumulating more than 40 hours of AI application experience is identified as a critical milestone for breaking through stage barriers; (3) Given the logically precise nature of mathematics itself, teachers should cultivate the ability to “critically use AI tools” to meet the specific needs of mathematics teaching. Accordingly, a multi-level and multi-agent skill training plan has been formulated to provide theoretical support and operational guidance for the innovation of teacher education and school-based training activities. 人工智能技术的快速发展正在全方位变革数学教育领域，教师教学技能的适应性转型成为关键课题。本研究基于扎根理论，通过访谈24位中学数学教师并开展课堂观察，构建起AI时代数学教师教学技能训练的“双驱三阶”模型。研究显示：（1）数学教师技能的发展受技术创新动力（如AI工具更新换代）与职业内驱力（如对教学成效的持续追求）的双轮驱动；（2）其成长路径呈现阶段性特征，包括工具适应阶段、教学融合应用阶段与创新引领阶段，且累计40小时以上的AI应用经验是突破阶段壁垒的关键里程碑；（3）数学学科具有逻辑精确的特质，数学教师应培育“批判性使用AI工具”的能力，以契合教学实际需求。据此，本研究制定了多层次、多主体的技能培训方案，为师范教育革新及校内培训活动提供理论支撑与操作指引。
• DOI: https://doi.org/10.35534/es.0710206 (registering DOI)
• Cite: 薛志坚．基于扎根理论的AI时代数学教师教学技能训练模型构建研究［J］．教育研讨，2025，7（10）：1100-1104．