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A Case Study on Using Artificial Intelligence Generated Content to Improve Problem-Solving Competence in Primary and Secondary Schools

Author(s)

Qingkun Liu*

Affiliation(s)

Ningbo Childhood Education College, Ningbo, Zhejiang, China *Corresponding Author

Abstract

In the context of Chinese primary and secondary education, head teachers represent a highly significant group, as they simultaneously fulfill the dual roles of subject teacher and class advisor. Consequently, research on enhancing the problem-solving abilities of head teachers has considerable potential for wider application. This study originated from the need to identify an “educational discourse intermediary” that could facilitate the improvement of head teachers’ capabilities. Utilizing action research and case study methods, it explored the mechanism by which Artificial Intelligence Generated Content (AIGC), as an educational discourse intermediary, promotes the enhancement of head teachers’ abilities. Through generic analysis and situational analysis of the data, it was found that AIGC empowers head teachers to improve their problem-solving capabilities by deepening their thematic learning and thinking, enhancing their verbal representation skills, and providing intelligent augmentation of problem-solving paradigms.

Keywords

Problem-Solving; Head Teachers; Educational Discourse Intermediary; Artificial Intelligence Generated Content (AIGC)

References

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