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高校体育教师面对人工智能赋能教学场景的心理机制与制度回应

Psychological Mechanisms and Institutional Responses of University Physical Education Teachers Toward AIempowered Teaching Scenarios

Study on China Physical Science / 2026,8(1): 15-21 / 2026-02-27 12 8

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• Authors: 张丛杉
• Information:

  中央财经大学，北京

• Keywords:
  Generative artificial intelligence; University physical education teachers; Defensive resistance; Humanmachine collaboration
  生成式人工智能; 高校体育教师; 防御性抗拒; 人机协作
• Abstract: Against the backdrop of ongoing educational digitalization, artificial intelligence is gradually entering university physical education classrooms, yet frontline teachers do not always respond with enthusiasm. Based on interviews with 13 university PE teachers and a combination of qualitative interpretation and text-assisted analysis, this study explores the sources of such caution and resistance. The findings suggest that teachers’ concerns are closely tied to their sense of classroom control, professional judgment, and the situational knowledge accumulated through longterm in-person teaching, while standardized algorithmic systems often struggle to accommodate the contextual nature of sports instruction. Accordingly, the paper proposes improvements at three levels — classroom evaluation, human– machine task division, and institutional safeguards — emphasizing the importance of preserving teachers’ interpretive authority and discretionary space when introducing new technologies in order to reduce practical friction. 在教育数字化持续推进的背景下，人工智能正逐步进入高校体育课堂，但一线教师的态度并不总是积极。本研究基于对13位高校体育教师的访谈，结合人工质性分析与文本计算，尝试理解这种谨慎甚至抗拒背后的原因。研究发现，教师的顾虑主要与课堂控制感、专业判断空间以及长期积累的现场教学经验有关，而标准化算法往往难以贴合体育教学高度情境化的特点。由此，本文从课堂评价、人机分工和制度保障三个层面提出改进思路，强调在引入技术的同时保留教师的解释权与裁量空间，以减少实践中的摩擦。
• DOI: https://doi.org/10.35534/scps.0801003 (registering DOI)
• Cite: 张丛杉．高校体育教师面对人工智能赋能教学场景的心理机制与制度回应［J］．中国体育研究，2026，8（1）：15-21.