AI主讲课程开发的教师减负效应：一项试验研究

doi:10.16382/j.cnki.1000-5560.2024.02.004

摘要/Abstract

摘要：

教师负担过重问题日益尖锐，党和国家专门颁布实施了教师减负政策，藉以凸显在教育智能化发展背景里AI主讲课程开发的教师教学减负成效问题。本研究采用融通型混合方法，考察了AI主讲课程开发的教师教学减负成效问题和助理AI执教与独自执教两类教师教学减负话语的差异问题。研究结果显示，基于文化整体论的动态时空融合结构模型观照教师教学减负话语，形成了时间负担、体力负担、情感负担与认知负担的融合型教学负担新概念，为教师教学负担与减负研究提供了新的理论框架；使用文化性话语分析法，在整体层面厘清了AI主讲课程的教师教学减负成效，包括时间减负、体力减负、情感减负和认知减负，其中时间减负成效特别显著，而在具体层面则揭示了助理AI执教和独自执教两类教师对减负效应感受与解释的文化差异并建构了三层环形的“教师教学减负话语结构”整体模型。显然，这些成果对未来教师负担与减负、教师研究者角色发展以及高质量课堂教学创新等课题，无论在实践上还是在研究上，都具有重要的启发意义。

关键词: AI教师, 教学负担, 教师减负, 文化性话语分析, 融通型混合方法

Abstract:

As the problem of teacher overload is becoming acute day by day, both the Party and the Government have specifically enacted and implemented policies to reduce teachers’ workload so as to highlight the question about the effects of the curriculum development of AI-led instruction for teacher’s teaching load reduction in the context of intelligentied educational development. In this study, we use the integrated methodology to examine two issues of the effectiveness of teachers’ teaching load reduction of the AI-led lesson development and the differences between the teaching load reduction discourses of two groups of teachers: the ones assisting the AI-led instruction and the ones leading instruction. The results show that a new concept of teachers integrated teaching load, including time load, physical load, emotional load, and cognitive load, is constructed by using the dynamic temporal-spatial integration structural model of cultural holism to observe teachers’ teaching load, which provides a new theoretical framework for the research on teachers’ teaching load and load reduction. Using the method of cultural discourse analysis, we clarify the teacher’s load reduction effects of AI teacher-led lesson development on the abstract level, and reveals the cultural differences of experiences and explanations on the load reduction effects on the concrete level between the two groups of teachers, and construct a three-layer ring-shaped overall model of “teacher’s load reduction discourse structure”. Obviously, these suggest many implications for future practice and research on issues about the teacher’s load and load reduction, and the development of teachers’ researcher role as well as the innovation of high-quality classroom teaching.

Key words: AI teacher, teaching load, teacher workload reduction, cultural discourse analysis, integrative mixed methods

杨一格, 黄甫全, 梁梓珊. AI主讲课程开发的教师减负效应：一项试验研究[J]. 华东师范大学学报(教育科学版), 2024, 42(2): 46-62.

Yige Yang, Fuquan Huang, Zishan Liang. Effects of Reduction on Teacher’s Teaching Load in the Lesson Development of AI-Led Instruction: A Pilot Study[J]. Journal of East China Normal University(Educational Sciences), 2024, 42(2): 46-62.

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类别	N	最小值	最大值	标准差	均值	均值比	时间减负均值
联袂助教AI主讲课例的真人教师备课时间	4	5.00	6.00	0.28868	5.50	12.07%	6.15
独自执教同课异构或公开课例的真人教师备课时间	7	5.00	16.00	2.39217	11.65	828.66%	—
联袂助教AI主讲课例的真人教师授课时间	4	0.07	0.26	0.08281	0.1474	53.90%	0.5936
独自执教同课异构或公开课例的真人教师授课时间	7	0.64	0.97	0.15363	0.7410	185.52%	—

E类教师		C类教师
单词	加权百分比（%）	单词	加权百分比（%）
可能	2.31	可能	2.92
比较	1.50	觉得	1.42
觉得	1.38	比较	1.36
其实	1.09	（对）来说	0.36
肯定	0.50	其实	0.29
应该	0.41	好像	0.29
感觉	0.21	应该	0.29
认为	0.17	有时候	0.29
一定	0.16	肯定	0.24
有时候	0.11	大概	0.20