Construction and Effectiveness Test of AI-Enabled Blended Teaching Mode for Pedagogy Courses: A Quasi-Experimental Study Based on the Cultivation of Pre-service Teachers’ Teaching Competence
DOI:
https://doi.org/10.61360/BoniCETRAIRC262019950101Keywords:
artificial intelligence, pedagogy courses, blended teaching, teacher education, teaching reformAbstract
This quasi-experimental study (N=96 pre-service teachers, 18 weeks) examines an AI-enabled blended teaching model for pedagogy courses, comparing it with a traditional blended model. The AI model featured intelligent diagnosis, virtual practicum, and real-time feedback. Results showed significant improvements in instructional design, classroom implementation, and AI literacy (p<0.001). AI-generated feedback mediated 55.85% of competence gains, and multimodal learning behavior predicted growth trajectories (R²=0.624). Findings provide a practical paradigm for AI integration in teacher education and empirical evidence for advancing blended learning theory.
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