本研究旨在基于AI-TPACK理论构建“AI-TPACK——数字素养动态整合模型”,探索高校英语教师数字素养现状、影响因素及其分层提升路径。通过混合研究设计对高校英语教师数字素养现状进行了实证分析,结果表明,在AI-TPACK各维度中,技术知识(...本研究旨在基于AI-TPACK理论构建“AI-TPACK——数字素养动态整合模型”,探索高校英语教师数字素养现状、影响因素及其分层提升路径。通过混合研究设计对高校英语教师数字素养现状进行了实证分析,结果表明,在AI-TPACK各维度中,技术知识(AI-TK)与整合技术的教学法知识(AI-TPK)得分较低,反映出数字工具应用及其与教学策略整合存在不足;整体AI-TPACK整合能力对教师数字素养的预测效应显著(β = 0.45, p This study aims to construct an “AI-TPACK—Digital Literacy Dynamic Integration Model” based on the TPACK theory to explore the current status, influencing factors, and tiered improvement approaches of college English teachers’ digital literacy. A mixed research design was employed to analyze the current status of college English teachers’ digital literacy. The results indicate that among the AI-TPACK dimensions, technical knowledge (AI-TK) and technological pedagogical knowledge (AI-TPK) scored relatively low, reflecting deficiencies in the application of digital tools and their integration with teaching strategies. The overall AI-TPACK integration ability significantly predicts teachers’ digital literacy (β = 0.45, p < 0.001). Additionally, there are significant differences between high AI-TPACK and low AI-TPACK teachers in instructional design and technology application. Consequently, this paper proposes a “three-stage development path”—short-term focus on technology-enabled teaching, medium-term emphasis on teaching innovation, and long-term commitment to content deepening. The research findings provide theoretical and practical implications for optimizing college English teacher training models and policy formulation for colleges.展开更多
文摘本研究旨在基于AI-TPACK理论构建“AI-TPACK——数字素养动态整合模型”,探索高校英语教师数字素养现状、影响因素及其分层提升路径。通过混合研究设计对高校英语教师数字素养现状进行了实证分析,结果表明,在AI-TPACK各维度中,技术知识(AI-TK)与整合技术的教学法知识(AI-TPK)得分较低,反映出数字工具应用及其与教学策略整合存在不足;整体AI-TPACK整合能力对教师数字素养的预测效应显著(β = 0.45, p This study aims to construct an “AI-TPACK—Digital Literacy Dynamic Integration Model” based on the TPACK theory to explore the current status, influencing factors, and tiered improvement approaches of college English teachers’ digital literacy. A mixed research design was employed to analyze the current status of college English teachers’ digital literacy. The results indicate that among the AI-TPACK dimensions, technical knowledge (AI-TK) and technological pedagogical knowledge (AI-TPK) scored relatively low, reflecting deficiencies in the application of digital tools and their integration with teaching strategies. The overall AI-TPACK integration ability significantly predicts teachers’ digital literacy (β = 0.45, p < 0.001). Additionally, there are significant differences between high AI-TPACK and low AI-TPACK teachers in instructional design and technology application. Consequently, this paper proposes a “three-stage development path”—short-term focus on technology-enabled teaching, medium-term emphasis on teaching innovation, and long-term commitment to content deepening. The research findings provide theoretical and practical implications for optimizing college English teacher training models and policy formulation for colleges.
