中学教师AI认知

This study, based on a quantitative analysis of 221 Chinese middle school teachers, systematically explores the multi-dimensional mechanisms underlying the adoption of artificial intelligence (AI) educational technology. The key findings are as follows: (1) In terms of technology acceptance, perceived usefulness (β = .443) and ease of use (β = .353) collectively account for 59.3% of the variance in teaching cognition, thereby validating the applicability of the Technology Acceptance Model (TAM) in the context of educational AI; (2) Demographic factors exhibit selective influence, with ICT subject teachers demonstrating significantly higher teaching cognition than their non-ICT counterparts (ΔM = 0.82, p .05), indicating that middle school teachers prioritize the operational feasibility of AI over abstract ethical concerns. Theoretically, this study delineates the boundaries of TAM's applicability in an Eastern educational context while identifying cultural specificities in gender differences (U = 3.21) and subject background (ΔM = 0.82). Practically, it proposes a three-tiered development framework—demand-oriented curriculum design, low-threshold skill progression, and interdisciplinary collaboration communities—and innovates context-specific ethical training approaches to enhance the operationalization of ethical considerations and increase AI tool usage rates. Future research is encouraged to expand geographically into underdeveloped regions in central and western China and explore the integration of large-scale AI models into teaching assistants to further validate their impact on perceived usefulness. This study contributes new empirical evidence toward constructing a more universal theory of educational technology diffusion.