Exploration on the path of improving primary school teachers’ Information Literacy under the background of artificial intelligence
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Abstract
To address superficial tool use and the disconnect between technology and pedagogy among primary school teachers, this study constructs a closed-loop improvement path of diagnosis, training, practice, and evaluation under the background of artificial intelligence. Based on a baseline survey, teachers are clustered into different levels of digital readiness, forming a precise profile for targeted professional development. “AI + subject” integrated courses are then designed according to subject-specific teaching pain points. Interdisciplinary lesson study communities are established to refine lesson plans through repeated cycles of topic selection, collective planning, classroom practice, and reconstruction. A human-machine collaborative reflection platform is further built to support classroom recording, personalized resource recommendation, online Q&A, and teaching reflection. Experimental results show that the average weekly use frequency of smart tools in the experimental group increases from 2.56 to 4.65 times. Lesson-plan scores of experimental teachers are significantly higher than those of the control group, and the ethical test pass rate increases from 40.0% to 80.0%. The study embeds information literacy improvement into real teaching scenarios and supports sustainable teacher development.
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