Restructuring, connecting, and creating: Three pathways for the development of secondary school English teachers in the era of digital intelligence
重构、连接与创造：数智时代中学英语教师发展的三重路径

摘要

随着生成式人工智能的快速发展，知识生产与传播方式发生了重塑。在基础教育领域，人工智能的介入使学生获取信息、学习习惯与认知模式发生变化，与之相应，英语教师专业角色、专业能力和专业价值也发生了变化。本文基于变革性学习理论、社会文化理论与行动研究等理论，构建“重构、连接、创造”的中学英语教师专业发展三重路径。研究表明，中学教师教学观、评价观与科研观的认知重构，可以推动教师从知识传授者转向学习设计者、思维引导者和实践研究者；通过人机连接、学科连接与组织的多维连接，可以拓展教师专业能力边界，实现多维协同融合；通过课程创新、学习体验设计与实践性知识生成，将教学实践转化为教师专业发展的持续动力。总之，教师专业发展是认知重构、资源连接与实践创造三者相互作用、循环推进的过程。

Abstract

The development of generative artificial intelligence is transforming the ways in which knowledge is produced and disseminated, reshaping how students in basic education access information, their learning habits and cognitive patterns, and bringing structural changes to the professional roles, competencies and values of English teachers. Based on Transformative Learning Theory, Sociocultural Theory, and Action Research Theory, this paper proposes a professional development pathway for secondary school English teachers centered on three dimensions: reconstruction, connection, and creation. Research indicates that cognitive restructuring of teachers’ perspectives on teaching, assessment, and research can facilitate their transformation from knowledge transmitters to learning designers, thinking facilitators, and practice-based researchers; multidimensional connections among humans and machines, disciplines, and organizations can expand the boundaries of teachers’ professional competencies and achieve multidimensional synergy and integration; and through curriculum innovation, learning experience design, and the generation of practical knowledge, teaching practice can be transformed into a sustained driving force for teachers’ professional development. In summary, teacher professional development is a process in which cognitive restructuring, resource connection, and practical creation interact and advance in a cyclical manner.