The Practical Predicament and Optimization Paths for Cultivating Artificial Intelligence Education Literacy of Pre-service Teachers

The quality of AI education literacy training for pre-service teachers directly determines future educational outcomes when AI technologies integrate into all elements and processes of basic education. This study employs theoretical analysis and practical reflection to explore strategies for enhancing AI education literacy training for pre-service teachers. The paper systematically identifies three key challenges in current training practices: structural deficiencies in curriculum design, adaptability crises in textbook development, and difficulties in intelligent transformation of teaching methods. It attributes these challenges to three contradictions: conflicts between curriculum stability and innovation demands, mismatches between textbook standardization and technological diversity, and gaps between educators' current AI education literacy and instructional requirements. The study proposes three solutions. First, it suggests establishing guidelines and revising standards by integrating AI education literacy components into curricula. Second, it advocates policy-driven development of dual-purpose textbook systems combining universal and specialized materials, supported by industry-academia collaboration for dynamic content updates. Third, the paper recommends building university-enterprise integrated intelligent teaching research systems, enhancing faculty professional development, and implementing human-machine collaborative experiential teaching. This research provides concrete support for improving quality of AI education literacy training for pre-service teachers in higher education institutions. 师范生人工智能教育素养培养质量直接决定了未来人工智能技术融入基础教育领域教育教学全要素和全过程之后的教育质量。为了探索如何提升师范生人工智能教育素养培养质量，本研究采用理论分析与实践反思的研究方法，首先对当前师范生人工智能教育素养培养过程中所面临的课程体系存在结构性缺失、教材建设存在适应性危机、教学方法存在智能转型困难的现实困境进行了系统梳理，随后认为造成上述现实困境的原因在于课程体系的确定性与其创新的不确定性之间存在矛盾、教材的稳定性和体系化与技术发展的变化性和多元性之间存在矛盾、高校教师自身的智能教学素养与教学需求之间存在差距，最后指出，破解当前现实困境需要建纲修标，融入智能教育素养内容修订课程标准，建立智能教育素养课程；政策规划，构建普适与专用教材结构，产学合作动态修订教材；构建校企融合的智能教研体系，促进高校教师专业发展，开展人机协同体验性教学。研究对提升高校师范生人工智能教育素养培养质量提供了有力支持。