<?xml version="1.1" encoding="utf-8"?>
<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">RTED</journal-id><journal-title-group><journal-title>Research on Teacher Education and Development</journal-title></journal-title-group><issn>3066-8999</issn><eissn>3066-9006</eissn><publisher><publisher-name>Art and Technology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/RTED.2026110028</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>PPP 教学法在小学教师AI 培训中的应用与效果研究</title><url>https://artdesignp.com/journal/RTED/2/11/10.61369/RTED.2026110028</url><author>杨春蓉,袁楠</author><pub-date pub-type="publication-year"><year>2026</year></pub-date><volume>2</volume><issue>11</issue><history><date date-type="pub"><published-time>2026-03-13</published-time></date></history><abstract>提升小学教师的人工智能素养是教育信息化的紧迫议题，但现有培训普遍存在内容碎片化、理论与实践脱节等问题。本研究将PPP 教学法引入小学教师AI 培训，构建了呈现、练习、产出三阶段工作坊模型，在某市三所小学各开展了一场8小时教师工作坊。采用量化+ 质化的方法评估效果，结果表明参训教师在AI 知识理解、工具应用能力、教学整合意愿和伦理意识四个维度均取得显著提升。研究表明，基于PPP 教学法的工作坊模式能够有效提高小学教师AI 教学整合能力。</abstract><keywords>PPP 教学法,人工智能素养,小学教师,教师工作坊</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1] 教育部、国家发展改革委、工业和信息化部、科技部、国家数据局.（2026，4月2日）. 教育部等五部门关于印发《" 人工智能+ 教育" 行动计划》的通知. 中华人民共和国教育部政府门户网站. http://www.moe.gov.cn/srcsite/A16/s3342/202604/t20260410_1433240.html.[2] Zhao, L., Wu, X., &amp;amp; Luo, H. (2022). Developing AI literacy for primary and middle school teachers in China: Based on a structural equation modeling analysis. Sustainability, 14(21), 14549.[3] 於宏强.(2023). 教师信息技术应用能力培训的现实困境与实践进路. 中国信息技术教育,(6),80-82.[4] 张群 &amp;amp; 田格格.(2023).AI-TPACK 理论视角下教师智能教育素养：模型构建及培养策略. 开放学习研究,28(6),30-40.[5] Roshan, S., Iqbal, S. Z., &amp;amp; Qing, Z. (2024). Teacher training and professional development for implementing AI-based educational tools. Journal of Asian Development Studies, 13(2), 1972-1987.[6] Lee, I., Zhang, H., Moore, K., Zhou, X., Perret, B., Cheng, Y., ... &amp;amp; Pu, G. (2022, February). AI book club: An innovative professional development model for AI education. In Proceedings of the 53rd ACM Technical Symposium on Computer Science Education-Volume 1 (pp. 202-208).[7] Richards, J. C., &amp;amp; Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press.[8] 焦建利.（n.d.）. PPP 技能习得策略. 教育技术学自留地. https://www.jiaojianli. com/workshop.[9] Wiyanah, S., Irawan, R., &amp;amp; Kurniawan, J. (2021, March). Using PPP method in the process of online training and strengthening EFL teachers' pedagogic competence. In Journal of Physics: Conference Series (Vol. 1823, No. 1, p. 012010). IOP Publishing.
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