澳门基础教育教师人工智能素养培育的路径构建
杜玫蓉1,代毅1，陆敏2
(1.澳门城市大学教育学院，中国澳门999078;2.澳门科技大学国际学院，中国澳门999078)
摘 要:文章基于TPACK框架，为澳门基础教育构建本土化人工智能素养培育路径。研究立足澳门“一国两制”背景下的多元文化特色与小班教学优势，针对师资整合能力不足、课程体系饱和等现实挑战，提出“教师发展一课程整合一生态支持”三维模型。该模型通过分层教师培训、渐进式课程融合及多元协同生态，旨在为粤港澳大湾区教育数字化转型提供可操作的实践范式，助力实现“扎根澳门、面向未来”的教育愿景。
关键词:人工智能素养;TPACK框架;教师专业发展
Pathway Construction for Cultivating Artificial Intelligence Literacy among
Basic Education Teachers in Macao
DU Meirong1, DAI Yi1, LU Min2
(1. School of Education, City University of Macao, Macao 999078, China;
2. University International College, Macau University of Science And Technology, Macao 999078, China)
Abstract: Grounded in the TPACK framework, this study constructs a localized pathway for cultivatingartificial intelligence (AI) literacy in Macao's basic education. Situated within Macao's unique multiculturalcontext under the "One Country, Two Systems" principle and leveraging the advantages of small-classteaching, the research addresses practical challenges such as limited teacher integrative capacity and anovercrowded curriculum system. It proposes a three-dimensional model of teacher development-curriculumintegration-ccological support. Through tiered teacher training, progressive curriculum integration, and amulti-stakcholder collaborative ecosystem, the model offers an actionable practice paradigm for the digitaltransformation of education in the Guangdong-Hong Kong-Macao Greater Bay Area, contributing to therealization of an educational vision that is "rooted in Macao and oriented toward the future.
Keywords: AI Literacy; TPACK Framework; Teacher's Professional Development
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