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