Pre-service teacher interviews serve as a critical component in assessing professional entry qualifications for educators, enhancing one's interview skills is of paramount importance for pre-service teachers. However, pre-service teachers often exhibit challenges such as unclear logic thinking, nervousness and anxiety during the interview process. Therefore, to enhance the interview skills of pre-service teachers, this study employed an educational AI agent to provide them with a simulated scenario for the teacher qualification interview. To validate the effects of the educational AI agent on pre-service teachers' interview skills, this study randomly selected twenty third-year pre-service teachers to conduct a quasi-experimental study. Results indicated that the educational AI agent significantly enhanced pre-service teachers' structured thinking during interviews, boosted their self-efficacy in interview settings.

For pre-service teachers to effectively leverage the potential of Generative Artificial Intelligence (Generative AI), they need to develop questioning skills. However, current research indicated that pre-service teachers lacked awareness of how to utilize Generative AI in their professional practice, leading to several challenges: difficulties in formulating precise instructions, and challenges in discerning potentially inaccurate content generated by Generative AI. To address these issues, this study focused on improving pre-service teachers' abilities in prompt design, result verification, and application within human-computer collaborative environments. Grounded in cognitive apprenticeship theory, the study constructed a procedural scaffolding and employed a quasi-experimental design to verify its impact on pre-service teachers' questioning skills and critical thinking. The results showed a significant enhancement in the questioning skills of pre-service teachers. The findings were analyzed, and recommendations were proposed to further support the integration of Generative AI into teacher education.

Generative artificial intelligence(GenAI) like ChatGPT has been widely integrated into education, thereby empowering educators and gaining attention for human-machine collaborative education. The human-machine collaborative teaching ability has become one of the essential core competencies for teachers. There is an urgent need to explore the factors and mechanism to assist teachers in collaborating with GenAI more efficiently. This study carried out an empirical research, collecting multidimensional performances such as technological experience, technological beliefs, higher-order thinking, and prior knowledge from 44 preservice teachers. Based on the results of multiple linear regression analysis, we found that higher-order thinking and prior knowledge had a significant impact on the level of human-machine collaborative instructional design(H-M CID), while there was a negative impact relationship between technological beliefs and the level of higher-order thinking, as well as the technological experience. Those findings could lay the foundation for cultivating teachers’ H-M CID abilities.

To embrace the opportunities and meet the challenges of the future intelligent society, countries around the world are actively developing artificial intelligence (AI) education across primary and secondary schools, aiming to cultivate student' AI literacy. Robotics education (RE) constitutes essential part of AI education, and considerable practical experience in this field has been accumulated. However, survey research that comprehensively investigates the current status of RE implementation and its impact on students' AI literacy on nationwide scale remains relatively scarce. To bridge this gap, this study proposed an AI literacy assessment framework for primary and secondary school students, and conducted a nationwide survey. A total of 417 valid questionnaires were collected from primary and secondary school students spanning 21 provinces, municipalities, and autonomous regions. Employing quantitative statistical analysis and comparative methods, the study examined the distribution of class size, learning frequency and learning motivation in current RE implementation, and analyzed the various impacts of RE on students' AI literacy across different educational stages, class size and learning frequency. Based on the findings, the research put forward suggestions and recommendations for enhancing RE implementation and its influence on students' AI literacy.

Teacher networks and communities have played an important role in teacher professional development. In such contexts, teachers often receive extensive feedback from peers as part of social learning. However, many teachers have difficulty identifying essential information from a large amount of peer feedback, which may impede self-reflection and peer learning. This study proposes the use of computer-assisted visual analytics of peer feedback to address this challenge. A visualisation-based analytical dashboard was designed and applied to help teachers analyse and reflect on peer feedback in a lesson study community for Technological Pedagogical Content Knowledge (TPACK) development. Primary school teachers participated in the lesson study, in which they collaborated to discuss lesson plans, observe recorded lessons, and give peer ratings and comments using an online platform. By comparing the performance between those using the analytical dashboard and others not using it, the results show that the approach has promising effects on improving teachers' TPACK as reflected in the lesson plans and their perceived confidence in TPACK. The implications of the findings are also discussed.

Peer feedback is crucial to peer learning among teachers in a lesson study. However, teachers often have difficulties providing high-quality feedback on peer performance, which may influence their engagement in peer feedback practice. It remains unknown how teachers can be guided to provide meaningful instead of general or superficial feedback to other teachers' performance. To address the gap, this study proposed a framework guiding teachers to give meaningful feedback by focusing on core components of classroom teaching. A quasi-experimental study was conducted with 60 primary school teachers in an online lesson study. The results reveal promising effects of the approach on improving peer feedback quality and teacher engagement in peer feedback practice in an online lesson study. The teachers using the proposed approach outperformed those not using the approach in providing meaningful comments on questioning and assessment practice in classroom teaching, and in providing constructive comments on peers' weaknesses by giving explanations with references to theories. Although this study was conducted with teachers of Chinese as a local language, the findings have implications for professional development among teachers of Chinese as a foreign or second language.

优质的科学教育服务是促进学生健康成长,一体化推进教育、科技、人才高质量发展的重要基础.然而,当前科学教育服务存在供给主体与形式单一、供给质量评估滞后、供给内容难以满足学生多样化发展需求的问题,亟需应用创新的办法转变传统的教育服务供给模式.为此,文章在分析科学教育服务供给面临的现实挑战基础上,从技术赋能的视角构建了科学教育服务供给路径,包括开展基于全过程数据的课内科学教育服务精准供给、基于学习兴趣驱动的课后科学教育服务供给、基于U-M-S协同的校外科学教育服务供给,并提出加强顶层设计、优化智能平台、教师智力资源在线流转、开展数据驱动的服务评估等实施建议,以期促进科学教育服务供给的转型升级.

在线课例研究是由教师学习共同体围绕特定的专业发展目标,借助在线学习平台合作开展教学设计修改、教学实施、课堂观察、课后研讨与教学反思的专业发展实践活动.在课例研究活动中,教师获得了大量的同伴反馈文本数据.智能识别与可视化同伴反馈文本情感,有助于及时发现教师集体共识信息与关键教学问题.为此,本研究基于机器学习技术构建了在线同伴反馈文本情感识别与可视化模型,包括同伴反馈文本数据采集、基于BERT模型的文本情感识别、文本主题抽取和情感可视化报告自动生成.研究采用实验研究与案例研究法分析了应用效果,结果表明:反馈文本情感识别模型具有较高的准确率,支持快速发现教师集体共识信息,生成的同伴反馈情感可视化报告有助于教师进行深度反思和教学问题改进.

线上线下相结合的课堂观察活动具有跨越时空、支持大规模协同等优势,已成为促进中小学教师专业发展的重要活动.但是,其在应用中存在突出问题,如难以从大量非结构化的多源反馈数据中及时发现教师集体共识信息,难以精确诊断与改进教学问题,难以实现教师同伴之间互助学习.为解决上述问题,该研究依据观察学习理论与学习分析技术,构建了包含课堂观察活动全过程数据采集、多元分析、可视化反馈报告、社会知识网络自动推荐、精准改进等要素的课堂观察多元分析与改进模型,并开发了支撑系统.研究结果表明该模型实现了对教师教学知识技能、观察参与行为与情感状态的及时诊断,能够推动课堂观察向数据驱动的科学决策与精准改进转变,实现观察者与被观察者的协同发展.

Collaborative problem solving (CPS) is a key skill for the success in education and workforce. The CPS performance is determined by the interaction of problem solving process and collaboration. Thus, the interaction of cognitive and social aspects should be included in the CPS assessment. This study presented a method to analyze the interaction through extending the coding framework from the Assessment and Teaching of 21st Century Skills (ATC21S) project. The results showed that the high task performance group outperformed the low one in terms of the interactive chat-action pattern and participation pattern. Besides, a visual representation of the participation pattern exhibited more details about the interaction.

Online Lesson study is an important form of promoting teacher professional development, with the help of the online learning platform. During a lesson study cycle, teachers cooperatively set goals for professional and student learning, plan a lesson around these goals, modify, teach, observe, analyze, reflect jointly and share thoughts about the revised version of the lesson. Teachers could obtain lots of feedback from peers in the process of online lesson study. However, some teachers often get lost and cannot effectively participate in the activities of online lesson study. What's more, some teachers lack sufficient expertise to provide high-quality feedback on another peer's teaching. To address these issues, this study proposed a procedural scaffolding to assist teachers in improving the quality of peer feedback comments and learning participation behaviors in a lesson study context. Sixty primary school in-service teachers participated in the lesson study carried out at an online lesson study platform. Their peer feedback contents and participation behaviors generated during the lesson study were collected and analyzed to examine the effects of the proposed approach. The results showed positive effects of the procedural scaffolding on enhancing teachers' quality of peer feedback contents and learning participation in online lesson study.

Lesson study has shown its potential to improve teachers' development of knowledge for integrating technology in effective teaching of subject content, i.e., TPACK development.Peer feedback plays an important role in lesson study.However, teachers are not experienced in identifying key information from the large amounts of feedback.This study proposed an approach that summarized peer feedback generated from a lesson study in a visible report and examined its effects on TPACK development.The approach helped teachers to have better understanding of their problems, and get useful suggestions for improvement.Twenty-four primary school teachers completed the 8-week lesson study implemented in an online platform.Their TPACK was analyzed, showing promising effects of the approach on improving teachers' TPACK.

Lesson study provides an opportunity for teachers to improve their knowledge and skills of classroom teaching, where a group of teachers collaboratively research, plan, and observe a series of lessons followed by ongoing discussions and reflections. While social interaction between group members plays an important role in collaborative learning contexts, there are concerns about the quality of interaction among teachers in a lesson study (e.g. inadequate engagement in discussion, and the process of interaction dominated by a few politically strong teachers). To address these issues, this study proposed a visualization-based group awareness tool that visualized individual and group behaviors and performance as well as peer comments to facilitate group interaction in a lesson study implemented on an online platform. Twenty-four primary school teachers participated in the study, and their interaction behaviors and lesson plans generated during the study were collected for analysis. The results revealed positive effects of the visualization-based group awareness tool on enhancing teachers’ engagement in social interaction and fostering coherent interaction among members during the lesson study, and improving teachers’ performance in learning process design through the study.

访谈者:Niemi教授,您好!非常感谢您接受未来教育高精尖创新中心的访谈.您作为教师教育领域的专家,出版与发表了大量的芬兰教师专业发展方面的研究成果,为推动教师教育研究健康有序发展做出了重要的贡献.为借鉴芬兰教师教育的优秀经验,了解芬兰教师教育的未来发展方向,本次访谈将围绕学生核心素养、教师能力结构、技术支持的教师专业发展策略等问题展开.首先,为了培养适应未来经济社会发展的多样化、国际化人才,中国、美国、新加坡等从国家层面制定了学生发展核心素养、21世纪技能,请问芬兰是否也有相关的指导文件?

Classroom observation is a powerful tool to understand teaching, diagnose teaching problems and identify development needs of teachers. The existing studies often focus on teachers' behavior, knowledge and skills during classroom observation. However, the emotional state of teachers is neglected, though it has a significant influence on the teaching effects. The purpose of this study is to analyze teachers' emotional experience in classroom observation through developing a visualization-based system, thereby promoting active participation, and reflection of in-service teachers. This study included 55 in-service Chinese teachers who had totally observed eight classroom activities in three weeks. Eight visual reports about the emotion, the degree of satisfaction and technology acceptability were collected for analysis. The results reveals three findings. Firstly, this system can effectively display teachers' changes of emotion, teaching concerns and problems. Secondly, it has a higher degree of satisfaction and is useful and easy to use for teachers. Finally, there are significant differences among teachers with different years of teaching experience on the degree of satisfaction and technology acceptability about this system.

建构主义学习理论认为协作发生在学习过程的始终,协作学习过程也是会话的过程.协作学习活动的规范设计与顺利实施有利于促进学习者之间知识共享与协同建构.如何评价协作学习是当前教育技术领域研究的焦点问题.围绕整合技术进行协作学习评价问题,我们访谈了卡耐基梅隆大学著名教授卡洛琳·佩恩斯坦·罗泽.罗泽教授认为会话在协作学习情境中具有独特价值,不仅是一种使思维清晰可见的方式,而且参与者的多样化视角有利于知识的协同创新.罗泽教授的研究聚焦于整合语言学、教育学、心理学等相关理论,深入理解协作学习中会话的社会及其实际本质,搭建提高人与人、人与计算机之间会话效果的计算系统.其研究视角是运用社会语言学和会话分析理论设计语言表征的方式和新的计算模型,使语言模式可以被机器学习;研究内容是从计算的视角分析语言与社会之间的关系,开发用于评价在线协作学习过程的工具(如TagHelper和LightSIDE),以便为协作学习的组织者或促进者提供适合特定情境的干预机制和反馈报告.罗泽教授及其团队的重要贡献还体现在优化协作学习过程的自动化分析方法,促进协作学习支持技术从静态支持向动态支持范式转变,研发新的干预机制与动态支持技术促进大规模协作学习等.

There are some typical problems on the existing centralized teachers training, for example, the training content cut off from instructional practice, the lack of experience and participation, feedback is not timely. This study is in reference on the basis of existing achievements, according to the characteristic of teacher practical knowledge development, guided by the SECI model, taken advantage of the features of knowledge formation and evolution on Learning Cell Platform, designs the model of teacher training activities which is situated and interactive. This model emphasizes to establish teacher professional learning community, provide the real situation, pay attention to experience and participate, collaborative knowledge construction, support the multi-evaluation. According to the model, the Chinese and English teachers’ training of national primary and secondary schools in ‘Leaping Development project’ was carried out in the study. Meanwhile, the factors which affect the training effect were analyzed carefully. The practice shows that higher teacher satisfaction with the training model, the higher the teaching experience, the lower the teachers’ satisfaction.

Nowadays, China is in the modern transformation stage. Our education needs to transform and upgrade from “the pursuit of achievements and uniifcation” “emphasizes cramming and obey” phase to “the pursuit of quality and personality”“emphasizes the happiness and dignity” stage. Education fairness should transform from the fairness of conifguration and chance to acquisition fairness. The new ideas and methods are urgent to solve these vital and practical issues. A new generation of information technology transboundary fusion in the field of education, for example, “Internet + Education”, it can not only realize the scale which is concerned by the traditional education, but also can realize the personalization which is concerned by the high quality education, so as to solve eternal contradictory on “scale and quality” in the ifeld of education which can’t be both taken into account at the same time. Cross-border infusion of “Internet + education” will have systemic and fundamental change impact on education mainstream business, for example, the educational environment, curriculum, instruction, learning, evaluation, management, teacher development and school organization and so on. The deeply infusion of the Internet and education can construct the new education business process, realize the lfexible, open, lifelong, personalized and new educational ecology, cultivate all kinds of innovative talents so as to meet the demand for talents in the third industrial revolution.

随着虚拟现实技术的快速发展,大量的虚拟实验已被广泛应用于教学中,然而在使用的过程中,却出现如忽视真实实验的作用,用虚拟实验完全取代真实实验等方面的问题。为了解决这些问题,该文首先依据《初中化学新课程标准》对初中化学实验进行分类,并运用知识建模技术将每类实验涉及的知识内容进行归类分析,构建知识网络图;然后,使用FlashCS5.0+PaperVision3D+3dsMax等软件设计开发虚拟实验室并以此为在线学习平台,融合真实实验和虚拟实验的优势,依据混合学习和活动理论设计混合学习活动,并根据实验类型与实验目标将学习活动分为四类:理论知识、实验技能、问题解决、评价与反思;最后,以实验室制取氧气为例,从实验过程、学习目标、知识组块、活动任务、活动形式与时间、学习成果、支持环境等方面具体阐述每类活动的设计方法。

文章首先分析了基于网络的实验报告使用现状,以及使用过程中存在设计模式单一、实验报告和实验过程"两张皮"现象、实验报告评价不及时、不完善等问题;然后为解决上述问题,构建了基于虚拟实验的半自动实验报告系统,并从功能实现、系统设计、数据库表的设计、界面设计这四个方面分别进行了阐述;最后为了使学生能够顺利熟练地使用该实验报告系统,给出了相应的使用建议。