Da Teng,Fang wang

In the context of the digital and intelligence age, there is a digital shift in early reading for school-age children. Foreign language teachers face multiple problems, such as insufficient digital literacy, confusion about their roles, and a lack of pedagogical innovation, leading to further challenges to their identity as teachers. As AI technology continues to be iteratively updated, the identity of the foreign language teacher is in dire need of reassessment. Foreign language teachers in the digital age need to gradually change their original concepts through technical training and policy support, and actively respond to the new educational ecology, from knowledge transmitters to guides, from classroom leaders to collaborators, from assessment implementers to multidimensional diagnostic analysts, from users of fixed teaching materials to dynamic resource integrators, and from implementers of standardised teaching to designers of personalised pathways, to achieve the reconstruction of the identity of foreign language teachers in the digital age.

digital intelligence era; foreign language teacher; reconstruction of identity

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