From “Instrumental Rationality” to “Value Rationality”: Role Anxiety and Identity Reconstruction of Secondary School English Teachers in the AI Era

在人工智能深度融入教育的背景下，中学英语教师面临功能弱化、权威解构与职业认同危机，角色焦虑日益凸显。本文以韦伯的工具理性与价值理性理论为指导，探讨教师焦虑的表现与根源，指出技术主导下教育理性的偏移是问题的核心所在。进而提出通过教学角色再界定、教学目标再聚焦与身份定位再建构，实现从工具理性导向向价值理性回归，重塑中学英语教师的专业身份与教育使命。本文旨在为AI时代教师发展的理论重构与实践转型提供借鉴。Against the backdrop of artificial intelligence deeply integrating into education, secondary school English teachers face function diminution, authority erosion, and professional identity crises, leading to increasingly prominent role anxiety. Guided by Weber’s theories of instrumental rationality and value rationality, this paper explores the manifestations and root causes of teacher anxiety, arguing that the deviation in educational rationality driven by technology lies at the core of the issue. It further proposes reconstructing teachers’ professional identity and educational mission through redefining teaching roles, refocusing pedagogical objectives, and reconstructing identity positioning—shifting from instrumental rationality towards a return to value rationality. This study aims to provide insights for theoretical reconstruction and practical transformation in teacher development during the AI era.