2022年底以来，生成式人工智能一直备受全球关注；作为一种蓬勃发展的新兴技术，它将为教育变革带来重大机遇与挑战。中小学处在基础教育阶段，对国家人才培养起着重要的奠基作用，而中小学教师作为教学实施的主体，他们对生成式人工智能技术的接受与使用将对教育变革与人才培养产生直接影响。然而，当前生成式人工智能在基础教育中的应用还处在探索阶段，影响中小学教师接受该技术的因素还有待识别，因而本研究的开展具有较强的现实意义。本研究首先通过文献梳理，结合UTAUT 2模型和生成式人工智能的技术特性，构建了影响因素的分析框架，明确了8个自变量、1个因变量和11个教师背景特征，并提出相应的研究假设。在此基础上，参考相关文献及成熟量表编制调查问卷并设计访谈提纲，利用SPSS 27.0对380份有效问卷进行数据分析，并结合9位中小学教师的访谈结果对中小学教师在生成式人工智能接受度上的影响因素进行探究与解释。研究发现，（1）中小学教师对生成式人工智能接受度良好；（2）社群影响、生成质量、享乐动机、使用风险、价格价值在中小学教师对生成式人工智能的接受度上存在显著正向影响；便利条件存在显著负向影响；绩效期望、努力期望不存在显著影响；（3）差异性分析表明：女教师、一级教师更易受到社群影响；年龄、教龄和职称较低的教师对使用风险的感知更高；教龄较低的教师对享乐动机、便利条件的感知更积极；小学教师对生成质量更满意；信息技术类学科教师的行为意向更强；硕士及以上学历教师、一线城市教师对便利条件的感知更积极，行为意向更强；使用经历更丰富的教师对生成质量、享乐动机、价格价值、便利条件的感知更积极，行为意向更强。根据研究结论，本研究对国家层面、学校层面、技术开发者层面以及教师个人层面提出了相应的对策建议，以期更好地推进生成式人工智能技术在中小学教师中的应用并防范技术使用风险。最后，本研究对创新与不足之处进行了总结反思，并对后续研究进行展望。
Since the end of 2022, Generative Artificial Intelligence (GAI) has been highly valued globally; as a rapidly emerging technology, GAI will bring both opportunities and challenges to the educational reform. Primary and secondary schools at the foundation stage of education play a vital role in cultivating national talents; the acceptance and use of GAI by teachers in these schools, who are the main implementers of teaching, will directly affect the the educational reform and talents cultivating. However, the application of GAI by the teachers is still in the initial stage and the factors affecting their acceptance of GAI need to be identified. Therefore, the implementation of this research is realistically meaningful.In the study, the analytical framework for the influencing factors is constructed referring to the reviewed literature, the UTAUT 2 model and the technological characteristics of GAI. With 8 independent variables, 1 dependent variable and 11 background factors clarified, the research hypotheses are proposed. Based on the framework, a survey questionnaire is compiled referring to the relevant literature and mature scales，and an interview outline is prepared. Thereafter, 380 valid questionnaires are analyzed in SPSS 27.0 and the interview results of 9 teachers are organized, by which the factors affecting the acceptance of GAI by primary and secondary school teachers are explored and discussed.The findings show that: (1) Primary and secondary school teachers have a relatively good acceptance of GAI; (2) There are significant positive effects of social influence, output quality, hedonic motivation, use risk and price value on the teachers’ acceptance of GAI; there is a significant negative effect of facilitating conditions, and no significant effects of performance expectations and effort expectations on the acceptance; (3) Differential analysis show that: female teachers and first-grade teachers are more susceptible to social influence; younger teachers and teachers with less experience or lower titles have a higher perception of use risk; teachers with less experience are more positive about hedonic motivation and facilitating conditions; primary school teachers are more satisfied with output quality; teachers in IT disciplines have a stronger behavioral intention; teachers with a master‘s degree or above and teachers in first-tier cities are more positive about facilitating conditions and have a stronger behavioral intention; teachers with richer use experience are more positive about output quality, hedonic motivation, price value and facilitating conditions and have a stronger behavioral intention.Based on the findings, measures and suggestions are proposed to the policy makers, the schools, the GAI developers and the teachers, with expectation to better promote the application of GAI among the teachers and prevent the use risks. Finally, the innovations and shortcomings of the study are concluded and the advice for future research is provided.
