Teacher education is the “workhorse” of the education system, and the teaching reform in the era of Artificial General Intelligence (AGI) is essential for the high-quality development of education and digital transformation. AGI endows teacher education with “incremental value,” enabling its value orientation to shift from “one student” to “every student,” the training paradigm from “relatively fragmented” to “coherent unity,” the teaching objectives from “knowledge and skills” to “holistic competence,” and the educational methods from “isolated” to “multi-directional collaboration.” However, the efficiency of technology comes with risks; the contradictions between the open-source nature of technology acquisition and the trust between teachers and students, the widespread use of technology and emotional connections, and the intelligence of technological development versus basic resources constitute the real dilemmas of teaching reform. Based on this, teacher education should support itself with self-built intelligent teaching resources, facilitate equal interaction and dialogue as behavioral support, promote systematic top-level design, and lead teaching reform with a conscious spirit, actively constructing a quality culture of teacher education in the era of AGI, demonstrating educational service capabilities in the development of new productive forces and the construction of a modern China.
The Ideal State of Teacher Education Training in the Age of AGI
The rapid development of AGI (Artificial General Intelligence) has significantly accelerated the process of educational informatization, pushing it towards an intelligent stage, not only endowing traditional teacher education with “incremental value” but also deeply integrating the value orientation, training models, teaching objectives, and educational methods of teacher training students with AGI and other information technologies. Furthermore, the development of AGI can promote the innovative transformation of educational elements, achieving fundamental reforms in teacher education and providing efficient, convenient, and modernized teacher education services.
Value Orientation: From “One Student” to “Every Student”
In 2017, the Ministry of Education issued the “Implementation Measures for the Certification of Normal University Programs (Interim),” emphasizing the allocation of educational resources centered on teacher training students, organizing courses, and implementing teaching. The shift from a focus on “one student” to “every student” not only embodies the basic connotation of fully leveraging the primary status of teacher training students but also emphasizes their personalized and differentiated growth, representing a new opportunity for personalized education empowered by artificial intelligence technology and adhering to the principle of “people-centered development of education.” Personalized education is the long-term ideal goal of education and the value orientation of healthy teacher education development. The development of education in our country has experienced the life-oriented value orientation of the agricultural era, the scaled value orientation of the industrial society, and is now entering the personalized value orientation of the digital intelligence era. “Scaled education” has enabled rapid dissemination of education, teaching, and subject knowledge; however, the uniformity of teaching content and methods has led to teachers and normal students becoming “operators” and “standard components” on a mechanized assembly line, presenting two major challenges for teacher education:First, focusing only on the middle group of students while neglecting the top and bottom groups cannot meet the demand for nurturing top innovative talents and fails to ensure that future pre-service teachers possess the basic teaching knowledge and skills; second, the standardized teaching produces normal students with similar or identical cognitive levels and teaching abilities, lacking individual characteristics and unable to achieve complementary advantages, thereby losing the dynamic charm of education’s “hundred flowers bloom and a hundred schools contend.” Focusing on “every student” in teaching essentially means concretizing the learning conditions of each student based on class-level data, avoiding the limitations of teachers’ abilities in “one-to-many” situations and the technical limitations of “tool scarcity” that lead to a “one-size-fits-all” approach. The extensive data, powerful algorithms, and computational power of AGI can effectively address the processing dilemmas arising from the diversity, generativity, concealment, and ambiguity of learning conditions, thus resolving the contradiction between “scale” and “individuality.” First, transforming the learning condition information in teacher education scenarios into data assets means using digital technology to capture the states, behaviors, and outcomes of teacher training students during the learning process on a large scale and with precision, presenting their diverse learning conditions in a visual and self-explanatory manner; second, achieving “multi-threaded” processing of learning conditions supports timely automated feedback for simple issues and analysis and classification for complex problems, assisting teachers in addressing “one type of problem” to care for “every student.” Teacher education empowered by AGI can transform teaching aimed at everyone into teaching focused on each individual, shifting from “mass replication of talent” to “personalized growth of talent.”
Training Paradigm: From “Relatively Fragmented” to “Coherent Unity”
Teachers are the primary resource for educational development. General Secretary Xi Jinping emphasized during the fifth collective study session of the Political Bureau of the CPC Central Committee the need to cultivate a high-quality, professional teacher team that possesses noble ethics, excellent skills, a reasonable structure, and vitality. Teachers who are “excellent in skills” must have a rich theoretical foundation and sufficient reflective practical experience. The application of AGI in the internship and the integration of theory and practice in teacher education is an important attempt to comprehensively improve the practical quality of teacher training students and is also an active exploration in building a high-quality teacher team.
Practical education is an essential component of training normal students, and continuously strengthening the practical experience of teacher training students is a necessary pathway for applying teaching knowledge, enhancing skills, and generating concepts. For a long time, teacher education in our country has adhered to a logic of “theory first, practice later,” objectively causing a fragmentation between theory and practice in teacher education. First, the learning of theoretical knowledge, classroom observation in basic education, teaching practice processes, evaluation of teaching performance, improvement of teaching practice, and theoretical enhancement have become independent and spaced-out training stages, leading to a loss of the overall integrity and inherent continuity of the development of theoretical learning and practical qualities of teacher training students, as well as the “teach-evaluate-improve” process during internships being forcibly separated; second, under the “relatively fragmented” paradigm, changing teaching arrangements and increasing the duration of practice cannot fundamentally resolve the issues, and the essential significance of teacher education internships and the reflective and improvement capabilities of teacher training students are overlooked, inevitably leading to a dilemma of increased investment costs without a significant improvement in teaching abilities of teacher training students.
The essence of the “coherent unity” training paradigm is to link various stages of teacher training together, utilizing big data, virtual scenarios, and intelligent generation technologies to achieve a balance and coordination between theory and practice under the “principle of coherence,” preventing the two from hindering each other’s development. First, promoting the embodiment of theory, a large accumulation of data can fully connect subject teaching knowledge with visualized teaching resources and relevant teaching cases, making obscure theories more intuitively perceivable, thereby enhancing teacher training students’ understanding of theories and recognition of potential difficulties; second, assisting teacher training students to engage in teaching practice at any time, using mature teaching scenario simulations and situational perception technologies to meet the immediate needs for accelerating the application of educational theories in practice and attempting to solve specific teaching problems; third, achieving a “complete” teaching process of “theory-practice-evaluation-improvement” with coherent unity, recording every segment of teaching practice of teacher training students throughout the process, and using automated evaluation, feedback, and generation methods to support the establishment of learning archives, improvement of teaching, and generation of educational theories, guiding the logic of teacher education towards a model of “simultaneous theory and practice.”
Teaching Objectives: From “Knowledge and Skills” to “Holistic Competence”
The 20th National Congress of the Communist Party proposed the mission of comprehensively promoting the great rejuvenation of the Chinese nation through Chinese-style modernization, where human modernization is fundamental to Chinese-style modernization. It aims to promote the comprehensive development of individuals as the value pursuit and core objective, actively cultivating individuals who can “nurture others.” The intertwined development of digitalization and modernization not only promotes the cultivation of teacher training talents with digital literacy but also provides possibilities for enhancing the logical thinking and innovative capabilities of teacher training students.
The comprehensive and holistic development of teacher training students is the main training objective of teacher education, which should include not only theoretical knowledge and teaching practice abilities but also the ability to practice teacher ethics, comprehensive education abilities, and self-development abilities. With the continuous development of international teacher education, broader connotations such as the individual characteristics required for effective work, social skills closely related to students and work environments, and self-cultivation that supports educational sentiment and research improvement have been included in the training of teacher training students. Although “competence” and “competence frameworks” are widely used in theoretical research, the actual enhancement that teacher training students can achieve in practice still remains confined within the boundaries of “knowledge and abilities.” The development of digitalization presents new challenges for teacher education. The Ministry of Education has taken the lead in proposing the concept of “intelligent educational literacy for teachers,” and the process of teacher training students continuously adapting to the changing talent demands of basic education also requires basic digital literacy. Innovative spirit, logical thinking, and research spirit have become key focuses in the training of teacher training talents, and cultivating future teachers’ “holistic competence” in an intelligent environment has become an inevitable trend. As AGI continues to “evolve” and is widely applied in teaching, it not only raises higher demands for “human-machine collaboration” but also creates conditions for the comprehensive development of teacher training students. On one hand, when the construction of knowledge and other relatively simple lower-order thinking can be replaced by AGI, “how to construct knowledge” will become a new focus of teaching, and the logical thinking of teacher training students will be exercised in the modern learning process; on the other hand, digital and information technologies reduce the disparities in how students can access information and knowledge, creating convenient learning methods for relatively basic and easily learned content, thus allowing time and space for innovative classroom teaching and creative practices of teacher training students.
Educational Methods: From “Isolated” to “Multi-Directional Collaboration”
In 2022, the Ministry of Education and eight other departments released the “Strong Teacher Plan for Basic Education in the New Era,” clearly stating the need to prioritize quality and promote deep participation of local governments, schools, and various social entities in teacher education. Modern technology can facilitate the process of multi-party participation and also mitigate the adverse effects of restrictive factors in “multi-directional collaboration.”
Teacher education and teaching play an important role in promoting the professional development of teachers, driving the specialization of teaching, ultimately achieving the development of primary and secondary schools and their students, and promoting social progress and national modernization through high-quality educational development. In other words, governments, normal universities, primary and secondary schools, teacher training students, students, parents, and other stakeholders should all be primary participants in teacher education. Currently, the cooperation between normal universities and other entities is relatively small in coverage and has a linear and flat relational network, with no interactive relationships generated between cooperation projects, and relevant stakeholders have not achieved “jointly discussing a matter,” “jointly attending a class,” or “jointly evaluating an individual”; moreover, existing attempts have encountered issues such as cooperation subjects “each talking their own language,” individual participants “participating inefficiently,” and the actual process exhibiting “island phenomena,” resulting in poor learning experiences for teacher training students and a loss of continuity in their professional development.
“Multi-directional collaboration” refers to a broader range of cooperation, promoting comprehensive participation and collaboration throughout the process among relevant subjects, and being more effective in depth, linking multi-party participation in decision-making, teaching, and evaluation, forming an organic unity of horizontal subject aggregation and vertical teaching coherence, bringing all stakeholders into the continuous whole of teacher education and teaching. First, the rapid data processing and sharing capabilities of AGI provide the premise for effective collaboration, allowing all parties to participate based on understanding the group profile of teacher training students and familiarizing themselves with the needs of various teaching stages, making the proposed suggestions targeted and actionable, avoiding chaos during multi-party participation; second, providing sufficient online and offline blended teaching platforms solves the issue of many personnel being unable to physically enter classrooms, and under proper management, attempts at “jointly creating a class” can be made, achieving mutual growth among multiple parties; third, enhancing the convenience of handling multiple needs during the collaboration process, utilizing AGI to link and synchronize resources and governance, reducing the complex approval processes in multi-party interactions, achieving integration of multiple subjects in teacher education and teaching through modernized governance.
The Practical Dilemmas of Teacher Education and Teaching in the Age of AGI
General Secretary Xi Jinping pointed out: “Science and technology are powerful tools for development, but they can also become sources of risk.” The universality, autonomy, and advancement of AGI continue to increase, and the risks and harms that arise will also intensify. High risks and high efficiency are always inseparable; we must pay attention to the existing “difficulties” in teaching reform and the potential risks of future technological development, proactively addressing the “Colin Gray dilemma” and enhancing the effectiveness of AGI in empowering teacher education and teaching reform.
The Contradiction Between Open Source Nature of Technology Acquisition and Trust Between Teachers and Students
With the development of creating and using material and spiritual labor tools, the closed and non-universal nature of human intelligence is continuously transcended, while the social and open-source nature is steadily enhanced. Introducing AGI into teacher education and teaching inevitably leads to low-cost acquisition of knowledge and various information, partially replacing and omitting some of the learning processes of teacher training students. This change will trigger a collapse of trust in teacher authority from teacher training students and skepticism from teachers regarding the independent learning processes of teacher training talents.
First, AGI is backed by algorithm optimization, and its internal self-reinforcement and incremental iteration will lead to the dissolution of teacher authority.Traditional teaching models and teacher instruction are no longer the primary sources for students to acquire information and knowledge. The development of AGI can break through the “limits” of human brain capacity and refresh rates, processing vast amounts of knowledge and continuously updating and adjusting databases, supplementing gaps and correcting deviations in teacher instruction, thereby achieving precise output and effective supply of various types of learning resources. Second, the changes in learning methods brought by technology, shifting from one-way knowledge transmission to a process of autonomous exploration, significantly weaken and obscure the role of teachers in “teaching,” while students’ “learning” will expand exponentially. This shift from “relying on authority” to “surpassing authority,” once it crosses the fundamental standards for the healthy development of teacher training students, will lead to conflicts and imbalances in teacher-student interactions.
Second, the adaptive and self-developing capabilities of AGI may lead teachers to doubt the independence and self-development of teacher training students.Intelligent algorithms can capture preferences and needs based on the “data footprints” of teacher training students, making them dependent consumers in a long-term “technological reliance,” where “teaching design” may be generated by information technology, and “teaching records” can be realized through new technologies like the “text-to-video model” Sora, along with similar behaviors being difficult for teachers to detect. Over time, teachers’ trust in the willingness and ability of teacher training talents to independently complete learning tasks and achieve self-development will significantly diminish.
The Contradiction Between the Widespread Use of Technology and Emotional Connections
Emerging technologies and the development of teacher education should ideally be a mutually beneficial relationship, but the large-scale application of technology and the immediate effects of significantly improved efficiency often damage the ecosystem of teacher education. This includes, but is not limited to, quietly crossing boundaries to become the purpose, subject, and even value of teacher education, thus eroding the fundamental principles of “educating people” and “cultivating virtue” and the emotional exchange characteristics of the co-education of “two generations of teachers.”
Overemphasis on the form and use of technology in the teaching process will obscure the underlying value of “nurturing people” behind “teaching.” Cultivating comprehensive development and sound personalities of socialist modernization innovative talents is the primary goal of education, and the cold, hollow measurements and algorithms of digitalization may replace the nobility and uniqueness of human beings, causing teacher education to lose its “craftsmanship”; in addition, teachers and teacher training talents increasingly rely on technology to provide knowledge, even substituting their own teaching experiences with technological simulations. The development of education will ultimately devolve into a “slavery” to technology, and the teacher training talents cultivated by teacher education will be a group characterized by uniform operational behaviors but lacking individual value judgments, autonomous thinking, creativity, and vitality.
The cultural choices brought about by the extensive involvement of AGI will affect the emotional exchanges between teachers and teacher training talents, leading to the loss of the objective environment for the co-education of “two generations of teachers.” The specificity of teacher education determines the complexity of the relationships and roles between teachers and students, and the tool-like, virtual nature of technology breaks original teaching spaces. First, it will weaken the interactions between teachers and students.The originally rich and enjoyable intellectual collisions between teachers and students will be interrupted by mechanical “question-answer” interactions, replacing the processes of knowledge generation and emotional experiences of teacher training talents, leading to a loss of emotional connections between teachers and students;Second, it will reshape the teaching culture of teacher education.The generalized use of technology replaces the conditions and scenarios of interpersonal communication, leading to an infinite spread influenced by the role positioning of “imitation and being imitated” and the behavioral characteristics of “teaching-like,” thus dimming the culture of “passing down the teaching profession” and “teachers and students discussing together.”
The Contradiction Between the Intelligence of Technological Development and Basic Resources
AGI, as a hypothesis of artificial cognition, is expected to possess capabilities such as life, perception, consciousness, mind, and even emotions and morality, with its intelligent development supported by three pillars: computing power, data, and algorithms. The intelligent iteration of information technology and the insufficient availability of data and teaching resources in teacher education create contradictions.
The data resources used to support intelligent teaching in teacher education are clearly insufficient and of poor quality. Although universities appear to have complex structures and diverse sources of data, effective data that can support the development of teacher education and teaching is still very limited.First, some data are owned by specific administrative or business departments in the form of assets, making it impossible to achieve sharing or cross-business support;Second, non-structured data in teaching scenarios are difficult to collect and process, such as individual characteristic information of teacher training talents, materials related to classroom interactions between teachers and students, teaching videos of teacher training talents, and growth archives of teaching abilities, which still lack data resources that can guide and enrich teaching. Additionally, data quality is usually a significant influencing factor for the efficiency of data utilization; the data available for teacher education and teaching have yet to meet quality requirements. On one hand, specific data quality standards have not yet been established, and data quality management systems and monitoring mechanisms are still lacking, increasing the selection costs during retrieval and usage; on the other hand, there is no systematic data network, and scattered data are like “finding a needle in a haystack” when utilized, leading to a decline in overall data quality and significantly reducing utilization efficiency.
The teacher workforce supporting the development of digital tools and platforms in teacher education is still insufficient. The intelligence of technological development cannot replace teachers; rather, it requires teachers to undertake more complex and valuable work—understanding intelligent algorithms, designing personalized tools, and making tools “work for me.”If teachers cannot accurately grasp the data governance objectives that align with teaching needs, cannot build digital platforms that meet the development of teaching, and cannot fully and reasonably use data to solve teaching problems and innovate teaching models, then empowering teacher education and teaching reform with AGI will merely remain a slogan.
The Quality Culture of Teacher Education and Teaching in the Age of AGI
The government work report of 2024 proposed strengthening the construction of a high-quality education system, fully implementing the Party’s educational policies, and insisting on high-quality development as the lifeline of all levels and types of education, while vigorously developing digital education. Teacher education is the premise and epitome of future educational development; we must actively promote the high-level quality culture of teacher education and teaching empowered by AGI, which includes habits, beliefs, and behavioral patterns related to quality. This specifically includes actively building intelligent educational platforms, conducting extensive equal interactions and dialogues, strengthening top-level design and overall deployment, forming spontaneous and conscious teaching reforms, and further promoting the integration of talent chains, education chains, innovation chains, and industrial chains, demonstrating educational service capabilities in the development of new productive forces and the construction of a modern China.
Material Support: Self-Built Intelligent Teaching Resources
As three strategic resources for development, materials, energy, and information represent extensions of human limbs, power systems, brains, and nervous systems. Information resources have now become more important than materials and energy. The “Opinions of the Ministry of Education on Implementing the Excellent Teacher Training Plan 2.0” propose fully utilizing virtual reality, augmented reality, and mixed reality to build and develop a batch of interactive and contextual teacher education course resources. Self-building professional databases and intelligent platforms and tools is the most fundamental material support for the quality culture of teacher education and teaching, forming the base of the quality culture pyramid.
We must actively engage in the construction of professional databases.First, teaching and its development require targeted data as support; the information chain and asset chain can only be transformed into the education chain and talent chain in teaching, thus achieving educational value beyond mere tool value. The increase in conversion rates relies on data playing a guiding role in teaching, enriching teaching materials, generating methods, concretizing concepts, and correcting errors, which requires us to actively build databases for multi-disciplinary and multi-grade exemplary classrooms, multiple versions of domestic and foreign electronic textbooks, and archives of student development and teaching ability growth, avoiding the arbitrary use of large-scale and broad data from university databases, which leads to a significant discrepancy between the extensive use of data and the improvement of teaching outcomes; second, we must continuously develop and update databases. While encouraging teachers to widely use existing “data” in teaching, we must promptly sort and feed back data that is significant or of higher quality during teaching and its reform, achieving a virtuous cycle of data construction and application based on the needs of teaching scenarios.
We must strive to develop digital teaching platforms within the profession.Given the multiple complexities of teacher education and the current developmental stage of AGI technology, digital teaching platforms cannot rely solely on “taking from others.” UNESCO’s “Guidelines for Information and Communication Technology in Educational Policy and Overall Planning” emphasizes the need to strictly identify potential risks in system development and application before using digital education technology. We must support the development of “contextually appropriate” digital platforms based on learning the theories of big data and cloud computing, types of device platforms, and operational principles, such as teaching scenario simulation platforms that adapt to diverse practices and possess educational ethics, devices that automatically retrieve exemplary lessons, and programs that automatically monitor and record the teaching ability development of teacher training talents. Only through continuous attempts to self-build intelligent platforms can we adapt to the complex contexts of teacher education, achieving a symbiotic and complementary relationship between AGI and teacher wisdom.
Behavioral Support: Equal Interaction and Dialogue
The behavioral aspect of the quality culture in teaching refers to the interactions and exchanges among multiple entities established on the material level, using intelligent educational platforms as a carrier. The international community is calling for a comprehensive digital education ecosystem that spans across fields, industries, departments, regions, and disciplines, macro-level including experience sharing among countries and organizations, meso-level emphasizing the joint efforts of governments, normal universities, primary and secondary schools, communities, media, and the public, and micro-level focusing on equal dialogue between teachers and teacher training talents.
On January 26, 2024, Zhou Dawang, Director of the Department of Science, Technology, and Information of the Ministry of Education, proposed to deeply implement “digital education going abroad” and promote internationalization. The development of teaching in teacher education must align with international development directions, constantly pay attention to global digital education demonstration cases, and actively seek the development of teaching in international interactions, constructing an inclusive and open global common development model for teacher education and teaching together with the international community.
The “Beijing Consensus – Artificial Intelligence and Education” proposes further expanding cooperation among relevant organizations and departments, releasing signals of multi-party co-construction and sharing in the educational process empowered by AGI. Teacher education and teaching are related to the growth of teacher training talents, the quality of education in primary and secondary schools, social development and progress, and the modernization of the country. Therefore, it is essential to actively maintain public order for the participation of multiple stakeholders, achieving orderly and effective multi-party formulation of teaching objectives, selection of teaching content, participation in teaching processes, and satisfaction with teaching outcomes.
“Whose value should be cherished” is the primary concern for teaching development. In the process of empowering teacher education and teaching reform with AGI, we must avoid the monopolization of power and educational discrimination and oppression brought about by the concentration of technology and information resources, actively innovating classrooms based on dialogue between teachers and students that possess life vitality and emotional awareness, ensuring a positive dialogical teacher-student relationship, shaping a two-way flowing classroom culture, and focusing on developing the teaching abilities of teacher training talents and shaping their complete personalities.
Institutional Promotion: Top-Level Design and Overall Deployment
The institutional aspect of the quality culture in teaching serves as the main mechanism shaping behaviors and plays an important role in promoting teaching reform actions. Comprehensive and in-depth teaching reforms require us to layout and scientifically plan from the perspectives of all elements and data governance.
Overall layout for all elements of teacher education and teaching reform.The teaching reform in teacher education mainly includes the subject elements of teachers and students, and the four process elements of objectives, content, methods, and feedback, as well as environmental elements. First, the linked reform of elements must have top-level overall layout as a guide, including promoting the commonality of the data chain for “selection-cultivation-employment” of teacher training talents to provide high-quality services for nurturing good teachers, leveraging information technology to empower the construction of the teaching workforce to improve their digital literacy, and setting directional objectives for process elements to create teacher training models that meet social development needs, ensuring a teaching environment of “human-machine integration and enhanced empowerment” through normative systems, reward systems, and policy regulations; second, the reform of elements must be matched with continuously building and optimizing mechanisms, improving and updating comprehensive evaluation mechanisms, interactive communication mechanisms, long-term development mechanisms, and condition assurance mechanisms from a macro-regulatory perspective. The intelligent development of each mechanism not only reflects the role of AGI in teacher education and teaching reform but also points to the direction and objectives of teaching reform.
Accelerate the formation of a data governance system that is planned and decentralized.We must actively change the currently centralized data governance model adopted by universities due to limitations in governance capabilities, personnel allocation, and technical strength, avoiding issues such as a lack of initiative and enthusiasm, imperfect systems, and ineffective routine management caused by one team handling all data of the entire school. Data construction and management should be classified and categorized according to the multi-layered needs of digital transformation and development of various business scenarios, and teaching reforms, placing the data governance of business scenarios and school-level departments within the same complete logical framework, forming an overall governance system with valuable orientations and distinctive characteristics at various levels and types.
Spiritual Guidance: Spontaneous and Conscious Teaching Reform
The spiritual aspect is the ultimate goal of building a quality culture in teaching, primarily manifested in all related groups in teaching actively maintaining the value orientation and spiritual pursuit of cultivating teacher training talents in the age of AGI. In terms of belief, it is essential to adhere to the fundamental significance of digital transformation; in terms of cognition, it is important to understand and master meta-theories; in terms of behavior, it is crucial to continually develop and improve teaching; and in terms of ethics, it is necessary to emphasize respect, responsibility, fairness, justice, and professional ethics.
In the age of AGI, achieving the quality culture of teacher education and teaching means recognizing the intrinsic value and role of “AGI empowering teacher education and teaching”. It is not limited to the increase in the number of information technology teaching devices or the enrichment of electronic teaching resources, nor is it merely the improvement of teachers’ digital literacy and the quality of teacher training talent cultivation. Instead, it lies in the transformation of development methods and pathways, in the renewal of value beliefs in empowering teaching with AGI, thus enabling teacher education and teaching to rejuvenate and thrive amidst the waves of change in every era. At the cognitive level, we should organize specialized training and learning activities to deeply understand the principles, application prospects, and development trends of AGI technology, exploring the challenges and methods of empowering teaching based on this understanding and preparing adequately for teaching reform. From the perspective of continuous behavioral improvement, we should base our detailed teaching plans on the unique profiles of teacher training students, continuously observing and recording their learning situations during execution, discovering problems and deficiencies through data analysis, tracking, and forecasting, making timely adjustments and improvements, and forming a closed loop of “planning-execution-checking-handling” to promote the spiral development of teaching quality.
UNESCO has proposed the “humanistic” guiding principles for the application of digital technologies in education, emphasizing that the use of any technology must be predicated on the protection of human rights and human dignity.First, we must uphold a student-centered moral orientation.During the introduction of technology into teaching, it is essential to ensure the primary status of teacher training talents, respect their individual cognition, foster emotional connections with them, and continually encourage and explore their creative thinking and personalized development;Second, we must emphasize the protection of data privacy.While collecting data, it is crucial to standardize the usage of data, scientifically determine the subjects and levels of data openness, and ensure that students’ rights are not infringed upon;Third, we must establish ethical norms for technology.Some algorithms should be designed to regulate morality, and the construction of intelligent teaching platforms must be based on ethical considerations, ensuring that the use of technology is always subject to moral oversight by teachers and the teacher training talent community.
Teacher education is the source of high-quality development in education and the foundation for Chinese-style modernization. The development of AGI provides new momentum for teacher education and, to some extent, breaks the original patterns of education and teaching, marking a reflective transformation of internal educational thinking and external teaching paradigms. Teacher education must grasp the technological realities and possible risks while adhering to its developmental essence of “normalcy” and the fundamental value of “delivering high-quality teaching staff,” cultivating a humanistic sentiment, and building a high-level quality culture empowered by technology, ensuring the supply of high-quality teachers to support the cultivation of innovative talents in modernization and fulfilling the mission of cultivating new individuals in the socialist era, realizing the foundational and strategic support of “education, technology, and talents” for the comprehensive construction of a modern socialist China.
Content Source │Zhongguancun Internet Education Innovation Center
Typesetting | Yi Dan Initial Review | Zhang Ying
Re-examination | Lu Qiuhong Final Review | Su Jin Zhu
Source | Information Technology Education in Primary and Secondary Schools
