中国电化教育

随着人工智能技术的快速发展，教育数字化转型已成为必然趋势，如何将智能技术与师范生培养融合发展已成为新时代教师教育振兴计划的关键。为了探究智能技术支持的师范生数字化教学能力的影响因素和发展路径，该研究基于情境期望价值理论，选取567名师范生进行了问卷调查，探讨环境支持和期望价值信念(即自我效能感和感知有用性)在培养智能技术支持的数字化教学能力中的作用。结果表明，感知有用性在环境支持对智能技术支持的自主学习和信息化教学的影响起到了中介作用；自我效能感在环境支持对智能技术支持的自主学习中起到了中介作用。此外，高环境支持和期望价值信念组的师范生表现出更好的智能技术支持的自主学习和信息化教学行为意愿。基于此，研究揭示了这一机制形成的内因，并从强化拟真情境应用、优化课程体系和发展协同机制提出了相关建议，旨在为实践中提升师范生的数字化教学能力提供指导。

With the rapid development of artificial intelligence technology, the digital transformation of education has become an inevitable trend. How to integrate intelligent technology with the training of pre-service teachers has become the key to the revitalization plan of teacher education in the new era. In order to explore the influencing factors and development path of digital teaching competence for pre-service teachers supported by intelligent technology, based on the theory of situational expected value, this study took 567 pre-service teachers as the research objects, and adopted questionnaire survey method to explore the role of environmental support and expectancy-value beliefs(selfefficacy and perceived usefulness) in cultivating digital teaching competence for pre-service teachers supported by intelligent technology. The results show that perceived usefulness plays a mediating role in the effect of environmental support on autonomous learning and informationbased teaching supported by intelligent technology, and self-efficacy plays a mediating role in the effect of environmental support on independent learning supported by intelligent technology. In addition, different levels of environmental support and expectancy-value beliefs can be classified into three groups: high, medium, and low, and pre-service teachers with high environment support and expectancy-value beliefs group show better intelligent technology support of independent learning and information teaching behavior willingness. Based on this,the research analyzes the internal causes of the formation of this mechanism and proposes relevant suggestions from three aspects: simulating realistic scenarios, optimizing curriculum systems, and developing collaborative mechanisms, aiming to provide guidance for improving digital teaching competence for pre-service teachers in practice.