中国电化教育

科学教育是拔尖创新人才培养的关键路径,也是科技强国建设的基础性工程。GAI技术的快速发展正在重塑探究教学生态,对中小学科学教师的探究教学胜任力提出了新要求。然而,现有评价指标多基于通用教师能力框架或传统探究教学情境构建,难以充分反映GAI时代探究教学的新特征。基于此,该文以胜任力冰山模型为理论框架,聚焦中小学科学探究教学实践场域,综合运用扎根理论、德尔菲法与层次分析法,系统构建了GAI时代中小学科学教师探究教学胜任力评价指标体系。该体系包含GAI创新应用的信念与意识、探究教学设计力、探究教学实施力、探究教学评价力、探究教学研创力、探究教学育人生态建造力、 GAI应用伦理遵循与责任践行力等7个一级指标和23个二级指标。在此基础上,研究利用测评工具对中小学科学教师探究教学胜任力进行了实证调查,以检测评价指标体系的科学性。

Science education is a critical path for cultivating top-tier innovative talents and a fundamental project for national technological advancement. The rapid development of GAI technology is reshaping the ecology of inquiry teaching, putting forward new requirements for the inquiry teaching competency of primary and secondary science teachers. Nevertheless, the majority of existing evaluation indicators are built upon general teacher capacity frameworks or traditional inquiry teaching scenarios, making it difficult to fully capture the new characteristics of inquiry teaching in the generative AI era.Based on this premise, taking the Competency Iceberg Model as the theoretical framework and focusing on the practical field of primary and secondary science inquiry teaching, this paper comprehensively utilizes Grounded Theory, the Delphi method, and the Analytic Hierarchy Process(AHP) to systematically construct an assessment indicator system for science teachers' inquiry teaching competency in the GAI context. This system contains 7 primary indicators and 23 secondary indicators. The primary indicators include: beliefs and consciousness of innovative GAI application, inquiry teaching design capability, implementation capability, evaluation capability, research and innovation capability, educational ecosystem construction capability, as well as ethical adherence and responsibility practice in GAI application. On this basis, the study conducted an empirical investigation using assessment tools to measure the inquiry teaching competency of primary and secondary science teachers, in order to test the scientific rigor of the evaluation indicator system.