中国电化教育

县域普通高中振兴是实现教育公平、建设教育强国的重大问题。《县域普通高中振兴行动计划》(以下简称《计划》)首次把人工智能技术当作县中振兴的重要支撑,但是政策要求和教师实践之间还存在较大的差距。为了系统分析出造成这种落差的原因和破解的办法,该文把技术接受与使用理论的多层次视角融合起来,创建契合县域教育特定情境的“政策-组织-个体”三层递进分析模型。该模型把UTAUT的核心变量具体嵌入到宏观政策驱动、中观组织转化、微观个体接受的三层情境当中,用来分析赋能过程的传导机制。根据上述框架,研究先解释《计划》中确定的AI赋能战略导向;再对政策驱动力向组织层面转化、向教师个体传导过程中各层关键变量的阻滞情况做系统的诊断;最后用内容分析法对十二个典型案例进行解码,提炼出有效的经验,构建出一个“三层联动、双向反馈”的系统化赋能路径。该研究既给认识AI赋能县中教师的复杂进程赋予了整合性的理论透镜,又给推进县域教育的数字化转型赋予了兼具理论参照和操作性方案。

The revitalization of county-region high schools is an important issue to achieve educational equity and build a leading country in education. The County-Region High School Revitalization Action Plan(hereinafter referred to as the Plan) regards AI technology as an important support for the revitalization of the county-region for the first time, but there remains a significant gap between policy requirements and teacher practice. In order to systematically analyze the causes and solutions of this gap, this study integrates the multi-level perspective of the technology acceptance and use of technology theory, and constructs a three-level progressive analysis model of “policy organization individual” suitable for the specific situation of county-region education. The model embeds the core variables of UTAUT into the three-level situation of macro policy driven, meso organizational transformation and micro individual acceptance to analyze the transmission mechanism of the AI-enabled process. Based on this framework, the study first explains the AI empowerment strategic orientation set in the plan. Then system diagnoses the blocking state of key variables at all levels in the process of policy driving force transforming to the organizational level and transmitting to individual teachers. Finally, the content analysis method is used to decode twelve typical cases, extract effective experience and construct a systematic enabling path of “three-level linkage and two-way feedback”. This study not only provides an integrated theoretical lens for understanding the complex process of teachers in AI enabled counties, but also offers a theoretical reference and practical scheme for promoting the digital transformation of county-region education.