GAI赋能乡村教师跨学科教学胜任力:机理、风险与优化路径OACHSSCD

The rise and evolution of the generative artificial intelligence paradigm bring new opportunities to rural teachers.Generative artificial intel-ligence empowers rural teachers'competence in cross-disciplinary teaching design,implementation,evaluation,and integration of local resources through four major mechanisms:the transfer and reduction of cognitive load,the expansion and reconstruction of cognitive frameworks,the stimulation and support of innovative practices,and the iteration and evolution of human-machine collaboration.However,this empowerment process is accompanied by multiple potential risks,including the structural marginalization of conceptual thinking and teaching creativity,the disembedding of contextual interaction and the reproduction of local knowledge,the technological narrowing of value diversity and process insight,and the displacement and legitimacy crisis of local knowledge construction subjects.To address these challenges,this study proposes several mitigation strategies,including anchoring educational values and internalizing ethical principles to reinforce teacher subjectivity as the foundation of empowerment;reconstructing instructional processes and targeting com-petence-based interventions;and strengthening ecological support and collaborative governance to build a sustainable empowerment system.These efforts aim to enable rural teachers to achieve transformative and sustainable development in interdisciplinary teaching competence through effective human-ma-chine collaboration.