Exploration on the path of improving primary school teachers’ Information Literacy under the background of artificial intelligence

Abstract

To address superficial tool use and the disconnect between technology and pedagogy among primary school teachers, this study constructs a closed-loop improvement path of diagnosis, training, practice, and evaluation under the background of artificial intelligence. Based on a baseline survey, teachers are clustered into different levels of digital readiness, forming a precise profile for targeted professional development. “AI + subject” integrated courses are then designed according to subject-specific teaching pain points. Interdisciplinary lesson study communities are established to refine lesson plans through repeated cycles of topic selection, collective planning, classroom practice, and reconstruction. A human-machine collaborative reflection platform is further built to support classroom recording, personalized resource recommendation, online Q&A, and teaching reflection. Experimental results show that the average weekly use frequency of smart tools in the experimental group increases from 2.56 to 4.65 times. Lesson-plan scores of experimental teachers are significantly higher than those of the control group, and the ethical test pass rate increases from 40.0% to 80.0%. The study embeds information literacy improvement into real teaching scenarios and supports sustainable teacher development.