【作 者】：
汪基德， 李 博， 朱书慧， 王雨霏
【关 键 词 】：
生成式人工智能； 乡村教师； 乡村教师专业发展； 教育家精神
【栏 目】：
学科建设与教师发展
【中文摘要】：
生成式人工智能推动知识生产和传播模式的变革，为乡村教师专业发展带来新契机。基于“赋能—负能—使能”的逻辑理路进行审思发现，生成式人工智能给乡村教师专业发展带来专业理念重构、专业知识增长、专业能力进阶和专业情意滋养的机遇。机遇背后暗含“人机共存”颠覆“以人为师”育人理念、“知识生产异化偏移”挑战知识创生、“高阶应用”挑战“高阶能力”、“主体身份遮蔽、降格”挑战主体情意等挑战。为把握机遇，化解挑战，应用生成式人工智能促进乡村教师专业发展，需从理念认同、知识共创、能力提升、情意升华四个方面“使能”。
【英文摘要】：
Generative artificial intelligence promotes changes in the mode of knowledge production and dissemination, and brings new opportunities for rural teachers' professional development. Based on the logic of "empowerment - negation - enablement", it is found that generative AI brings opportunities for rural teachers' professional development in terms of reconstructing their professional concepts, increasing their professional knowledge, advancing their capabilities, and nurturing their professional sentiments. However, these opportunities come with challenges such as "human-machine coexistence" subverting the concept of "human-teacher-based" educational parenting, "alienation and deviation of knowledge production" challenging knowledge creation, and "higher-order application" challenging "higher-order competence", and "subject's identity concealment" challenging subject's sentiment. To seize opportunities and address challenges, the application of generative AI to promote rural teachers' professional development needs to be "enabled" in four aspects: concept identification, knowledge co-creation, capability enhancement, and affective sublimation.