Communications
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Teachers’ Use of Artificial Intelligence in Teaching. In tra- ditional teaching, it is difficult to provide natural phenom- ena and life scenes intuitively in the classroom. Applying artificial intelligence to teaching, the pictures to be described to students can be directly made into animations or the imported animations can be downloaded directly on the Internet, which can be introduced to students from the per- spective of hearing and hearing to enhance students’ interest in learning. The application of modern artificial intelligence in the field of education just happens to form a complemen- tary relationship with traditional education methods. It will change the way of imparting knowledge, the way of dissem- ination and extraction, and set off a revolution in education. Various characteristics of modern artificial intelligence, such as networking and diversification, have brought new vigor and vitality to education. Compared with traditional educa- tion, it has greater advantages: rich expression forms that
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Table 1: Analysis of the characteristics of China’s education at different stages. Learning method Class and group learning Digital campus and database Personalized learning under big data Information sharing Group teaching, individual learning Coconstruction and sharing of school- based resources Private exclusive services Application scenario Technical foundation Educational features No Single application scenario Intelligent application comprehensive platform Computer+resource library Internet, data center Cloud computing, big data, artificial intelligence Artificial Ergonomic Humanize Access to information Offline manual information registration statistics Important information tracking record Full time chain behavior record Teaching decision Personal decision Important node data support Cloud big data comprehensive support 100 90 80 70 60 50 40 30 20 10 0 Figure 1: Teachers’ understanding of artificial intelligence in life (Unit%). give students a visual impact; effective resources for multi- faceted and multifaceted integration to give students a differ- ent experience; proper handling of knowledge; self-help inquiry learning, training the ability to learn autonomously; and help-based learning; courseware gives students more content than teachers talk in empty space. According to Figure 2, among teachers using artificial intelligence products, the most frequently used are mobile APP teaching, followed by teachers’ online training plat- forms. Some teachers use automatic correction assignment systems in teaching. With the help of smart classrooms, robotic assistants, and other major future teaching intelli- gent products, the frequency of use is low, which indicates that artificial intelligence products are underdeveloped in education and teaching and have great development poten- tial in the future. Teachers’ Perception of Artificial Intelligence. In the era of information education, the main link in teaching is to implement quality education, improve the quality of educa- tion and teaching, and expand the amount of information in classroom teaching. Research by authoritative experts shows that “sight and hearing are the main organs of student learn- ing.” The use of information technology to teach can greatly change the amount of information that students receive. Therefore, after information technology becomes a teaching method, the tool library for our study is richer and more complete. In the traditional classroom, only on the basis of 8 Wireless Communications and Mobile Computing No Other Smart classroom Educational robot Automatically grade jobs Network teacher training Mobile app teaching 0 10 20 30 40 50 60 70 80 90 100 Figure 2: Teachers’ use of artificial intelligence in teaching (Unit%). the key points and difficulties of the students can improve the teaching quality. A large number of practical examples show that the use of information technology can break through the key points and difficulties in the teaching process. In Figure 3, teachers highly recognize the role of artificial intelligence. 52.1% of teachers think that artificial intelli- gence is very helpful to the professional development of teachers, 32.3% of teachers think that artificial intelligence is more helpful to their professional development, and 12.5% of teachers are more comfortable with artificial intel- ligence. The recognition of intelligence is average, and only 3.1% of teachers believe that artificial intelligence is not help- ful to their professional development. In general, as an inev- itable trend, artificial intelligence will develop and grow in education and teaching. Teachers’ Expectations for Artificial Intelligence. Teachers can make full use of information technology methods in teaching, but they need to grasp a degree. The “degree” is well grasped. The information technology No help Percentage Percentage General More helpful method is used by you to improve learning efficiency. If you do not grasp well, you will be bound by this tool and have a high-quality course declaration failed. The introduc- tion of information technology into the classroom has brought great convenience to teachers but also brought great challenges to teachers. The emergence of a new thing has both advantages and disadvantages. Teachers should reason- ably integrate information technology and teaching methods to cultivate students’ creative thinking. The cultivation of creative thinking ability should be implemented in the main channel of classroom teaching, and let the new modern edu- cation technology teaching run through it, to achieve the effect of twice the result with half the effort. Figure 3: Teachers’ recognition of artificial intelligence. Figure 4 shows that the impact of artificial intelligence on teachers themselves is to reduce the teaching workload and improve information literacy. Of course, there are very few teachers who think that artificial intelligence has little or no relationship with teacher professional develop- ment. However, in the current actual teaching, artificial intelligence has not been fully applied, and teachers’ understanding and use of artificial intelligence is not opti- mistic. The lack of training for teachers’ artificial intelli- gence courses is also an important reason for the low use of teachers. Wireless Communications and Mobile Computing 9 120 100
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