刘 冰

随着人工智能在大学英语教学领域的广泛应用，大学英语口语教学正经历从传统单一“教师主导”向“AI训+教师导“双模态的范式转换。本研究以教育数字化转型为背景，探讨在双模态课堂中教师角色的转化路径。研究采用质性研究方法，通过对大学英语口语课堂的深度观察及对一线教师的访谈发现，教师已从传统的知识传播者和评价者，转向人机和谐环境下的教学设计者、情感连接者及数字素养引领者。研究结果揭示了教师在技术焦虑与伦理挑战下的适应过程，为人工智能时代高等教育外语教师的专业发展与角色重构提供实证参考与实践路径。

人工智能；双模态教学；大学英语口语；教师角色转换

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