中国县域中小学英语教师对AI工具的接受度研究: 基于UTAUT模型的实证分析
Acceptance and Usage of Generative Artificial Intelligence by English Teachers in Primary and Secondary Schools in Rural China: A UTAUT-Based Study
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本研究基于技术接受与使用统一理论（UTAUT模型），利用问卷调查和结构方程模型，探讨中国县域中小学英语教师对生成式AI工具的接受度、使用情况和影响因素。基于对477份有效问卷的调查结果显示，当前中国县域中小学英语教师主要使用AI工具进行资源搜索和课程设计，但采用率因学历背景和任教阶段而异，高中教师的接受度更高。另外在所有AI工具中，Deepseek和豆包使用频率较高。在影响因素分析中，绩效期望和促进条件正向显著影响使用意向，而风险感知对教师使用AI工具的意向产生负面影响。尽管城乡人工智能的基础设施存在差距，教师们对推进智能化教育仍态度积极。这种现象提示中国教育部门需要提供定制的培训和政策支持，以弥合人工智能在城乡教育中的数字鸿沟。
Abstract
Based on the Unified Theory of Acceptance and Use of Technology (UTAUT Model), this study explores the acceptance, usage status, and influencing factors of generative AI tools among English teachers in primary and secondary schools in China's county-level regions, using questionnaire surveys and structural equation modeling. Data from 477 valid questionnaires show these teachers mainly use AI tools to search resources and design lessons. Adoption rates differ by education and teaching stage, and senior high school teachers accept AI most. Additionally, among all AI tools, Deepseek and Doubao are used more frequently. In the analysis of influencing factors, performance expectancy and facilitating conditions have a significantly positive impact on usage intention, while risk perception exerts a negative impact on teachers' intention to use AI tools. Though urban and rural infrastructure differs, teachers still have a positive attitude. So China’s education departments should give targeted training and policies to narrow the AI education digital gap between cities and countryside.