A Study of the Epistemic Network Differences in Teachers'Reflection Ability between Novice Teachers and Expert Teachers in Human-machine Collaborative Scenarios
Teachers'Reflection Capacity profoundly affects and determines teachers'teaching ability and personal quality,and it is a catalyst for teachers'professional growth.In the context of accelerating the modernization of the teaching force,improving teachers'ability to reflect on teaching with the help of intelligent technology has become a major trend in teacher training.In order to explore the practical strategies for leading novice teachers to grow into expert teachers in the human-machine collaboration scenario,the study designed a class-room diagnosis activity empowered by AI and recruited 27 novice teachers and 23 expert teachers to participate in this quasi-experiment.Participants completed the teacher reflection task with the help of classroom intelligence diagnosis report provided by AI.The study analyzed in-depth the epistemic characteristics and differences in the teaching reflection skills of novice teacher and expert teachers with the help of epistemic network analysis.The study found that there were some significant differences in teachers'reflection ability between novice teach-er and expert teachers in the human-machine collaboration scenario.In terms of the selective attention,both novice teacher and expert teachers focused on teaching practices.However,novice teachers did not mention anything about contextual factors compared to expert teachers.In terms of the knowledge-based reasoning,both novice teacher and expert teachers focused on describing the phenomenon of teaching and reasoning about knowledge at the applied level,and the expert teachers showed a more balanced hierarchical structure and logi-cal connections.Finally,based on the findings,the study proposes strategies to enhance novice teachers'teaching reflection ability from the perspective of expert teachers leading novice teachers'growth,in order to provide theoretical and practical guidance for teachers'pro-fessional development.
万方数据
维普
