Skip to content
Teacher education is the “workbench” of the education sector. The reform of teaching in the era of Artificial General Intelligence (AGI) is essential for the high-quality development and digital transformation of education. AGI provides “incremental” value to teacher education, enabling a shift in value orientation from “one student” to “every student”, a shift in cultivation paradigms from “relatively fragmented” to “harmoniously unified”, teaching objectives from “knowledge and skills” to “holistic competencies”, and educational methods from “isolated” to “multi-directional collaboration”. However, the efficiency of technology comes with inherent risks, and the contradictions between the open-source nature of technology and the trust between teachers and students, the widespread use of technology and emotional connections, and the intelligent development of technology versus basic resources create practical dilemmas in teaching reform. Therefore, teacher education should actively construct a quality culture in teaching in the AGI era, supported by self-built intelligent teaching resources, equal interactive dialogue as behavioral support, top-level design as institutional promotion, and spontaneous and conscious teaching reform as spiritual guidance, thereby showcasing educational service capabilities in the development of new productive forces and the construction of a modern China.
The Ideal State of Teacher Education in the Era of AGI
The rapid development of AGI has significantly accelerated the process of educational informatization, pushing it towards an intelligent stage. It not only adds “incremental” value to traditional teacher education but also deeply integrates 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 drive fundamental reforms in educational elements, providing efficient, convenient, and modern 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 around teacher training students, organizing courses, and implementing teaching. The shift from a focus on “one student” to “every student” not only embodies the fundamental connotation of fully leveraging the central position of teacher training students but also emphasizes their personalized and differentiated growth. This is a new opportunity for personalized instruction empowered by artificial intelligence technology and is also a basic guideline for “adhering to a people-centered approach to education”. Personalized instruction has long been the ideal goal of education and the value orientation for the healthy development of teacher education. The development of education in our country has experienced a life-oriented value orientation during the agricultural period, a scale-oriented value orientation during the industrial society, and is now moving towards an open, personalized value orientation in the digital intelligence era. “Scaled education” has enabled rapid dissemination of education, teaching, and subject knowledge, but the uniformity of teaching content and methods has led teachers and normal education talents to become “operators” and “standard parts” on a mechanized assembly line, presenting two major challenges for teacher education.One is that it only addresses the middle portion of students while neglecting the top and bottom segments, failing to meet the cultivation needs of innovative talents and ensuring that future teachers possess basic teaching knowledge and abilities. The second challenge is that standardized teaching produces normal education students with similar or identical cognitive levels and teaching abilities, lacking individual characteristics and failing to achieve complementary advantages, thus losing the dynamic charm of education where “a hundred flowers bloom and a hundred schools of thought contend”. Focusing on “every student” in teaching essentially means translating the class-based learning conditions into the learning conditions of each student, avoiding the limitations of teachers’ abilities in a “one-to-many” context and the technical limitations of “tool scarcity”, and AGI’s extensive data, powerful algorithms, and computing power can effectively resolve the processing dilemmas brought about by the diversity, generativity, concealment, and ambiguity of learning conditions, eliminating the contradiction between “scale” and “individualization”. Firstly, transforming the learning condition information in teacher education scenarios into data assets, i.e., using digital technology to capture the states, behaviors, and outcomes of teacher training students in the learning process on a large scale and with precision, presenting this information in a data format that gives visibility and self-explanatory characteristics to the “thousands of differences” in learning conditions; secondly, achieving “multi-threaded” processing of learning conditions, supporting timely automated feedback for simple problems and analysis and classification for complex issues, assisting teachers in addressing “one type of problem” to care for “every student”. AGI-empowered teacher education can shift from teaching for everyone to teaching for each individual, transforming the “mass replication of talents” into the “personalized growth of talents”.
Training Paradigm: From “Relatively Fragmented” to “Harmoniously Unified”
Teachers are the primary resource for educational development. General Secretary Xi Jinping emphasized the need to cultivate a high-quality, professional teacher workforce that is morally upright, highly skilled, well-structured, and full of vitality during the fifth collective study session of the Central Political Bureau. A “highly skilled” teacher must have a rich theoretical foundation and sufficient reflective practical experience. The application of AGI in the internship process of teacher education, where theory and practice are combined, is an important attempt to comprehensively improve the practical quality of teacher training students and is an active exploration in building a high-quality teacher workforce.
Practical education is a crucial component of cultivating normal education talents. Continuously strengthening the practical experience of teacher training students is a necessary approach for applying teaching knowledge, enhancing skills, and generating concepts. For a long time, teacher education in our country has adhered to the logic of “theory first, practice later”, which has objectively resulted in a disconnection between theory and practice in teacher education. Firstly, theoretical knowledge learning, observations of basic education classrooms, teaching practice processes, evaluations of teaching performance, improvements in teaching practice, and theoretical enhancements have become independent and spaced training stages, leading to the loss of the overall integrity and internal continuity of teacher training students’ theoretical learning and practical quality development, as well as the “teach-evaluate-improve” processes during internships being “forcibly” separated. Secondly, under the “relatively fragmented” paradigm, changing teaching arrangements and increasing practice duration cannot fundamentally resolve the issue; the essential meaning of teacher education internships, as well as the reflective and improvement capabilities of teacher training students, are overlooked, inevitably resulting in increased input costs and a dilemma where the teaching abilities of teacher training students do not significantly improve.
The essence of the “harmoniously unified” 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 based on the “principle of harmony”, allowing neither to hinder the development of the other. Firstly, promoting the embodiment of theory, a large amount of data accumulation can fully connect subject teaching knowledge with visualized teaching resources and relevant teaching cases, making obscure theories more intuitively perceivable, enhancing teacher training students’ understanding of theory and their recognition of potential difficulties; secondly, assisting teacher training students to engage in teaching practice at any time, meeting the immediate needs of accelerating the application of educational theory to practice and attempting to solve specific teaching problems through mature teaching scenario simulations and situational perception technologies; thirdly, achieving a “complete” teaching process of “theory-practice-evaluation-improvement” in a harmoniously unified manner, recording each teaching practice segment of teacher training students throughout the entire process and supporting the establishment of learning archives, teaching improvements, and the generation of educational theories through automated evaluations, feedback, and generation, facilitating the transition of teacher education’s logical approach to “theory and practice simultaneously”.
Teaching Objectives: From “Knowledge and Skills” to “Holistic Competencies”
The 20th National Congress of the Communist Party of China proposed the mission of comprehensively promoting the great rejuvenation of the Chinese nation through Chinese-style modernization, where the modernization of people is fundamental. The core goal is to promote the comprehensive development of individuals, actively cultivating well-rounded individuals who can “nurture people”. The intertwined development of digitalization and modernization not only promotes the cultivation of teacher training talents with digital literacy but also provides possibilities for the development of logical thinking and innovation capabilities among teacher training students.
The comprehensive and holistic development of teacher training students is the primary cultivation goal of teacher education, which includes not only theoretical knowledge and teaching practice abilities but also the ability to practice teacher ethics, comprehensive nurturing abilities, and self-development capabilities. With the continuous development of international teacher education, broader connotations such as the personality traits required for effective work, social literacy closely related to student and work environment relationships, and self-literacy supporting educational sentiments and research improvements have been incorporated into the cultivation of teacher training students. Although the concepts of “competency” and “competency framework” are widely used in theoretical research, the actual enhancement that teacher training students can achieve in practice still remains within the confines of “knowledge and abilities”. The development of digitalization presents new challenges for teacher education, where the Ministry of Education has taken the lead in proposing the concept of “intelligent educational literacy for teachers”. The process of teacher training students continuously adapting to changes in the talent demands of basic education also requires fundamental digital literacy, while innovative spirit, logical thinking, and research spirit have become urgent focal points for the cultivation of teacher training talents. The cultivation of future teachers’ “holistic competencies” in an intelligent environment has become an inevitable trend. The continuous “evolution” of AGI and its extensive application in teaching not only raises higher demands for “human-machine collaboration” but also creates conditions for the comprehensive development of teacher training students. On one hand, as the construction of knowledge and other relatively simple lower-order thinking can be replaced by AGI, the question of “how to construct knowledge” will become a new focus of teaching, allowing teacher training students’ logical thinking to be exercised in modern learning processes; on the other hand, digital and information technologies reduce the disparity in students’ access to information and knowledge, creating convenient ways for learning relatively basic and easy content, thus allowing time and space for innovative teaching in the classroom and the creative practices of teacher training students.
Educational Methods: From “Isolated” to “Multi-Directional Collaboration”
In 2022, the Ministry of Education and eight other departments issued the “Strong Teacher Plan for Basic Education in the New Era”, clearly stating the emphasis on quality and promoting deep participation from local governments, schools, and various sectors in teacher education. Modern technology can facilitate the process of multi-party participation and alleviate the adverse effects of restrictive factors in “multi-directional collaboration”.
Teacher education and teaching play a vital role in promoting teachers’ professional development. Teacher professionalization should drive teaching professionalization, ultimately achieving the development of primary and secondary schools and the growth of students, thereby promoting high-quality educational development and contributing to the modernization of the nation. In other words, stakeholders such as governments, normal universities, primary and secondary schools, teacher training students, students, and parents should all be primary participants in teacher education. Currently, the cooperation between normal universities and other entities is limited and characterized by linear and flat relationships, with cooperative projects lacking interactive relationships, and relevant stakeholders failing to achieve “joint discussions on a single issue”, “joint classes”, or “joint evaluations”. Moreover, existing attempts have encountered problems such as cooperative entities “each speaking their own language”, individual participants being “inefficient”, and the actual process exhibiting “island phenomena”, resulting in poor learning experiences for teacher training students and a loss of continuity in their career development.
The so-called “multi-directional collaboration” aims to broaden the scope of cooperation, promoting comprehensive participation and collaboration among relevant stakeholders throughout the entire process, while also enhancing effectiveness in depth. It seeks to connect multi-party participation in decision-making, teaching, and leading evaluations, forming an organic unity of horizontal stakeholder aggregation and vertical teaching coherence, bringing all stakeholders into the continuous whole of teacher education and teaching. Firstly, AGI’s rapid data processing and sharing capabilities provide a premise for effective collaboration, allowing all parties to participate based on an understanding of the profile of teacher training students and familiarity with the needs of various teaching stages, making the suggestions put forth relevant and actionable, thus avoiding chaos during multi-party participation; secondly, providing ample online and offline mixed teaching platforms resolves the issue of personnel from multiple parties being unable to physically enter the classroom, attempting to create a “joint class” under proper management, achieving mutual growth among multiple parties; thirdly, enhancing the convenience of addressing multi-party needs during collaboration, leveraging AGI for resource and governance linkage and synchronization, reducing the complex approval processes that arise during multi-party interactions, and achieving the integration of multiple stakeholders in teacher education and teaching through the modernization of governance.
The Practical Dilemmas of Teacher Education and Teaching in the Era of AGI
General Secretary Xi Jinping pointed out: “Technology is a tool for development, but it can also become a source of risk.” As the universality, autonomy, and advancement of AGI continue to rise, the risks and harms associated with it will also increase, with high risks always accompanying high efficiency. We must simultaneously focus on the existing “difficulties” in teaching reform and the potential risks of future technological development, proactively address the “Killing-Creech Dilemma”, and enhance the effectiveness of AGI in empowering teacher education and teaching reform.
The Contradiction Between the Open-Source Nature of Technology and Trust Between Teachers and Students
With the development of creating and using tools for material and spiritual labor activities, the closed and non-general nature of human intelligence is continuously being surpassed, while sociality and open-source nature are constantly improving. Introducing AGI into teacher education and teaching inevitably leads to low-cost acquisition of knowledge and various information, with some learning processes for teacher training students being replaced and omitted. This change will trigger a collapse of trust in teacher authority among teacher training students and skepticism from teachers regarding the autonomous learning processes of normal education talents.
Firstly, behind AGI is algorithm optimization, and its internal self-reinforcement and incremental iteration will lead to the dissolution of teacher authority.Firstly, 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 “upper limit” of human brain storage and refresh rates, deeply processing vast amounts of knowledge and continuously updating and adjusting databases, supplementing and correcting gaps in teacher instruction, and achieving precise output and effective supply of various types of learning resources. Secondly, the changes in learning methods brought about by the introduction of technology shift from one-way knowledge transmission to a process of autonomous exploration, significantly weakening and obscuring the teacher’s role in “teaching”, while the 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.
Secondly, the adaptability and self-development capabilities of AGI may lead teachers to doubt the independent learning and self-development of teacher training students.Intelligent algorithms can capture preferences and needs based on the “data footprint” of teacher training students, causing them to become “fed” consumers in a long-term “technological dependency”. The “teaching design” may be generated by information technology, and “teaching records” can be achieved through new technologies such as the “text-to-video model” Sora. Moreover, such behaviors may not be easily detected by teachers, leading to a noticeable decline in teachers’ trust in the willingness and ability of normal education talents to independently complete learning tasks and achieve self-development over time.
The Contradiction Between the Widespread Use of Technology and Emotional Connections
Emerging technologies and the development of teacher education should ideally be a harmonious relationship, but the large-scale application of technology and the immediate effects of significantly improved efficiency often damage the ecology of teacher education. This includes, but is not limited to, quietly crossing boundaries to become the purpose, subject, or even value of teacher education, thereby eroding the fundamental principles of “nurturing people” and “establishing moral character” as well as the emotional exchange characteristics of the co-education between “two generations of teachers”.
Excessive focus on the form and use of technology during the teaching process will obscure the underlying value of “nurturing people” behind “teaching”. Establishing moral character in nurturing people is the fundamental task of our education, and cultivating well-rounded and sound individuals as innovative talents for socialist modernization is the primary goal. The cold and hollow metrics and algorithms of digitalization may replace the nobility and uniqueness of humanity, rendering teacher education devoid of “craftsmanship”. Moreover, the continuous reliance of teachers and normal education talents on technology for knowledge, even substituting their own teaching experiences with technology simulations, will lead to a complete enslavement of educational development by technology. The normal education talents cultivated by teacher education will become a group characterized by uniform operational behaviors, lacking individual value judgments, autonomous minds, creativity, and vitality.
The cultural choices brought about by the extensive involvement of AGI will affect the emotional exchanges between teachers and normal education talents, leading to the loss of the objective environment for co-education between “two generations of teachers”. The specificity of teacher education determines the complexity of relationships and roles between teachers and students, and the tool-like and virtual nature of technology disrupts the original teaching space. Firstly, it will weaken the interactions between teachers and students, where the originally rich and enjoyable cognitive collisions between teachers and students will be interrupted by mechanical “question-answer” formats, replacing the processes of knowledge generation and emotional experiences for normal education talents, resulting in the loss of emotional connections between teachers and students.Secondly, it will reorganize the teaching culture of teacher education, where the generalized use of technology replaces the conditions and scenarios for interpersonal interactions, leading to an infinite spread influenced by the roles of “imitation and being imitated” and the behavioral characteristics of “teacher-like” behavior, causing the culture of “teacher-student inheritance” and “joint discussions between teachers and students” to fade away.
The Contradiction Between the Intelligent Development of Technology and Basic Resources
AGI, as a hypothesis of artificial cognition, is expected to possess abilities such as life, perception, consciousness, mentality, and even emotions and morality that humans have. The three pillars of its intelligent development are computing power, data, and algorithms, and the intelligent iteration of information technology has created contradictions with the insufficient data and teaching resources in teacher education.
The data resources used to support intelligent teaching in teacher education are clearly inadequate 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.Firstly, some data is owned by specific administrative or business departments in the form of assets, making it impossible to share or provide cross-business support;Secondly, non-structured data in teaching scenarios is difficult to collect and process, such as individual characteristic information of normal education talents, materials related to classroom interactions between teachers and students, teaching videos of normal education talents, and teaching ability growth archives, which are still lacking data resources that can guide and enrich teaching. Moreover, data quality is usually an important influence indicator for data utilization efficiency, and the data available for teacher education and teaching has not yet met quality requirements. On one hand, specialized 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 utilization. On the other hand, there is no systematic data network; scattered data feels like “finding a needle in a haystack” during utilization, leading to a decline in overall data quality and a significant decrease in utilization efficiency.
Moreover, the teaching staff needed to support the development of digital tools and platforms in teacher education is still insufficient. The intelligent nature of technological development cannot replace teachers; instead, it requires teachers to take on 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 goals that align with teaching needs, cannot build digital platforms that meet teaching development, and cannot fully and reasonably utilize data to solve teaching problems and innovate teaching models, the empowerment of teacher education and teaching reform by AGI will merely become a slogan.
The Quality Culture of Teacher Education and Teaching in the Era of AGI
The 2024 government work report proposed strengthening the construction of a high-quality education system, fully implementing the Party’s educational guidelines, 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 reflection 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 and equal interactive dialogues, strengthening top-level design and overall deployment, and forming spontaneous and conscious teaching reform, further promoting the integration of talent chains, education chains, innovation chains, and industry chains, thereby showcasing educational service capabilities in the development of new productive forces and the construction of a modern China.
Material Support: Self-Built Intelligent Teaching Resources
Material, energy, and information are the three strategic resources for development, representing the extensions of human limbs, power systems, brains, and nervous systems. Information resources have developed into a more important strategic resource than material 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 contextualized teacher education course resources. Building a professional database and intelligent platforms and tools is the most basic material support for the quality culture of teacher education and teaching, constituting the base of the quality culture pyramid.
It is essential to actively engage in the construction of professional databases.Firstly, teaching and its development require targeted data as support. The information chain and asset chain can only transform into the education chain and talent chain within teaching, realizing their educational value beyond mere tool value. The increase in transformation rates relies on data playing roles in guiding directions, enriching teaching materials, generating methods, embodying concepts, and correcting errors within teaching. This requires us to actively and independently build databases for multi-disciplinary and multi-level exemplary classes, various versions of domestic and foreign electronic textbooks, and archives of student development and teaching ability growth, avoiding arbitrary use of large-scale, generalized data from university databases that could lead to a significant discrepancy between data utilization and teaching effectiveness improvement. Secondly, databases must be continuously developed and updated. While encouraging teachers to widely use existing “data” for teaching, we must also promptly organize and feed back significant or high-quality data generated during teaching and its transformation to upgrade the “data system”, achieving a virtuous cycle of data construction and application based on teaching scenario needs.
Efforts must be made to develop digital teaching platforms within the profession.Given the multiple complexities inherent in teacher education and the current stage of AGI technology development, digital teaching platforms cannot rely solely on “adopting” existing solutions. The UNESCO guidelines on information and communication technology in education policy and planning emphasize the need to carefully identify potential risks in the system development and application phases of digital education technology. We should support the development of “contextually appropriate” digital platforms based on the study of meta-theories such as big data and cloud computing theories, device platform types and operational principles. This includes platforms that can adapt to diverse practices and possess educational ethics, teaching scenario simulation platforms, devices that automatically retrieve exemplary lessons, and programs that automatically monitor and record the teaching ability development of normal education talents. Only by continuously attempting to build intelligent platforms can we adapt to the complex teaching situations of teacher education, achieving co-development of AGI and teacher wisdom.
Behavioral Support: Equal Interactive Dialogue
The behavioral aspect of teaching quality culture refers to the interactions and exchanges between multiple parties based on the material aspect, carried out through intelligent educational platforms. The international community is calling for a comprehensive digital education ecosystem that spans fields, industries, departments, regions, and disciplines, macro-level including experience sharing among countries and organizations, meso-level emphasizing collaboration among governments, normal universities, primary and secondary schools, communities, media, and the public, and micro-level focusing on equal dialogues between teachers and teacher training talents.
On January 26, 2024, Zhou Dawang, Director of the Department of Science and Technology and Information of the Ministry of Education, proposed to deeply implement “digital education going global” and promote internationalization. The development of teaching in teacher education should align with international development directions, constantly paying attention to global digital education demonstration cases, actively seeking teaching development and international interactions, and working with the international community to establish an inclusive and open global common development model for teacher education and teaching.
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 normal education talents, the quality of primary and secondary school education, social development and progress, and national modernization. We must actively maintain the public order of multi-party participation, realizing orderly and effective multi-party formulation of teaching goals, selection of teaching content, participation in teaching processes, and satisfaction with teaching outcomes.
“Whose value should be cherished” is the primary question that should be addressed in teaching development. In the process of AGI empowering teacher education and teaching reform, we must avoid the power monopolization and educational discrimination and oppression brought about by the concentration of technology and information resources, actively innovate classrooms based on dialogues between teachers and students that possess vitality and emotional awareness, ensuring a positive dialogue-oriented teacher-student relationship in teaching, shaping a bidirectional flowing classroom culture, and focusing on developing the teaching abilities of normal education talents while shaping their complete personalities.
Institutional Promotion: Top-Level Design and Overall Deployment
The institutional aspect of teaching quality culture serves as the primary mechanism shaping behavior, playing an important role in promoting teaching reform behaviors. Comprehensive and in-depth teaching transformation requires us to conduct overall layout and scientific planning from the perspectives of all elements and data governance.
Overall layout of all elements in teacher education and teaching reform.Reforms in teacher education and teaching mainly include the subject elements of teachers and students, as well as the goal, content, method, feedback, and environmental elements. Firstly, the linkage reform of these elements must have top-level overall layout as a guide, including promoting the commonality of data chains for “selection-cultivation-employment” of normal education talents to provide quality services for talents who love teaching, adapt to teaching, and excel in teaching, empowering the teacher workforce with information technology to enhance their digital literacy, and setting directional goals for process elements to cultivate normal education talents that meet the demands of social development, ensuring the environment for “human-machine hybrid and enhanced empowerment” in teaching through regulatory systems, reward systems, and policy provisions. Secondly, element reforms must be accompanied by continuous construction and optimization mechanisms, improving and updating comprehensive evaluation mechanisms, interactive communication mechanisms, long-term development mechanisms, and condition guarantee 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 goals of teaching reform.
Accelerating the formation of a coordinated planning, decentralized structure data governance system.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 problems such as lack of initiative and positivity, imperfect systems, and ineffective routine management resulting from a single team handling all data across the school. Data construction and management should be conducted at multiple levels and categories based on the 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 a “branch-like” data governance system with overall governance and valuable orientations.
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 relevant groups in teaching actively and consciously maintaining the value orientation and spiritual pursuit of cultivating normal education talents in the AGI era, adhering to the fundamental implications of digital transformation in beliefs, understanding and mastering meta-theories in cognition, continuously developing and improving teaching in behavior, and emphasizing respect, responsibility, fairness, justice, and professional ethics in ethics.
In the AGI era, achieving the quality culture of teacher education and teaching means recognizing the intrinsic value and role of “AGI empowering teacher education and teaching”, which is not limited to the increase in the quantity of information technology teaching equipment or the richness of electronic teaching resources, nor is it merely the “intrinsic” progress of teachers’ digital literacy and the quality improvement of teacher training talents. Rather, it lies in the transformation of development methods and pathways, in updating the value beliefs of teaching empowered by AGI, thereby revitalizing teacher education and teaching in the waves of every era’s changes. 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, using this as a foundation to explore the challenges and methods of empowering teaching, grasping the development direction, and making full preparations for teaching reform. From the perspective of continuous improvement in behavior, we should develop detailed teaching plans based on the unique profiles of teacher training students, continuously observing and recording their learning conditions during execution, discovering problems and shortcomings through data analysis, tracking, and prediction, promptly adjusting and improving, forming a closed loop of “planning-execution-checking-processing”, and promoting the spiral development of teaching quality.
The UNESCO has proposed the “humanistic” guiding principles for the application of digital technology in the field of education, emphasizing that the use of any technology must be based on the protection of human rights and human dignity.Firstly, it is essential to uphold a student-centered moral orientationin the process of introducing technology into teaching, ensuring the主体 status of normal education talents, respecting their individual cognition, establishing emotional connections with them, and continuously encouraging and discovering their creative thinking and personalized development;Secondly, the protection of data privacy must be emphasizedwhile collecting data, ensuring the regulation of data usage, scientifically determining the open subjects and degrees of relevant data, and safeguarding students’ rights;Thirdly, ethical regulations for moral technology must be establishedwhere some algorithms should be designed to be normatively moral, and the construction of intelligent teaching platforms must be based on ethical considerations, always subject to moral supervision from teachers and normal education talents.
Teacher education is the source of high-quality educational development and the foundation of Chinese-style modernization. The development of AGI provides new momentum for teacher education and, to some extent, breaks the original educational teaching patterns, representing a reflective transformation of internal educational thinking and external teaching paradigms. Teacher education must grasp the technical realities and potential risks while adhering to its inherent developmental essence of “normalcy” and the fundamental value of “delivering high-quality teacher teams”, cultivating humanistic sentiments, and constructing a high-level quality culture empowered by technology. This ensures the delivery of high-quality teachers to guarantee the cultivation of modern innovative talents, fulfilling the mission of cultivating new individuals in the socialist era, and achieving the foundational and strategic support of “education, technology, and talent” for the comprehensive construction of a modern socialist China.
Follow the Official Video Account
Get More Educational Information
Source: “Research on Educational Technology”
Author: Huang Yue, Deng Tao (Northeast Normal University)
This article is a re-edited piece from the WeChat public account “Zhongguancun Internet Education Innovation Center (ID: zgc-mtb)”. The images added after editing are sourced from the internet. This public account does not take responsibility for the views expressed in the article, and it is shared for informational purposes only. No explicit or implied warranty is provided regarding the accuracy, reliability, or completeness of its content. The copyright of the article and images belongs to the original authors. If the shared content infringes upon your copyright, please contact us promptly, and we will review and handle it quickly.
