人工智能素养在数学师范生人工智能准备度中的作用

摘要

本研究旨在依据多种变量考察数学师范生人工智能准备度与人工智能素养的水平，并厘清这两项能力之间的关系。研究样本由 164 名数学师范生构成，数据收集工具为《人工智能准备度量表》与《人工智能素养量表》。数据分析借助 SPSS 软件完成，所用方法包括独立样本 t 检验、单因素方差分析（ANOVA）、相关分析与回归分析。研究结果表明，数学师范生的人工智能准备度与人工智能素养均处于高水平；人工智能素养与人工智能准备度之间存在高度正向且统计显著的关系；人工智能素养可解释人工智能准备度约 55% 的变异。

Abstract

The purpose of this study is to examine the level of artificial intelligence readiness and artificial intelligence literacy of pre-service mathematics teachers in relation to various variables, and to identify the relationship between these skills. The present study's sample comprised 164 pre-service mathematics teachers. The "Artificial Intelligence Readiness" and "Artificial Intelligence Literacy" scales were utilised as data collection tools. Statistical Package for the Social Sciences (SPSS) software was then deployed in order to facilitate data analysis, with the following analyses being conducted: independent sample t-tests, one-way analysis of variance (ANOVA), correlation analysis and regression analysis. The findings of the study demonstrated that pre-service mathematics teacher candidates exhibited a high level of both artificial intelligence readiness and literacy. Moreover a high level of positive and significant statistical relationship is demonstrated between artificial intelligence literacy and readiness. It was revealed that artificial intelligence literacy is responsible for explaining approximately 55% of the variance in artificial intelligence readiness.