外语教师iTPACK建构的组态效应研究——基于情绪劳动与技术使用动机信念视角

doi:10.12002/j.bisu.651

摘要/Abstract

摘要：

生成式人工智能驱动的教育数字化转型使智能整合技术的学科教学知识（iTPACK）成为外语教师专业发展的核心议题。本研究基于复杂性理论，以103名中学英语教师为研究对象，采用模糊集定性比较分析（fsQCA）方法，探究情绪劳动、技术使用动机信念与iTPACK建构的组态关联及效应特征。研究共发现三类促成iTPACK有效建构的路径与两类导致其发展受限的路径，凸显了iTPACK建构过程的非对称性、等效多径性与条件互补性特征。本研究从情绪劳动与技术使用动机信念视角揭示了iTPACK建构的组态效应，拓展了iTPACK理论的复杂性研究维度，验证了组态分析在解析教师专业发展复杂心理机制中的方法论价值，也为外语教育领域AI融合师资培养提供了组态化的干预思路。

关键词: 智能整合技术的学科教学知识; 外语教师; 情绪劳动; 动机信念; 组态效应; 模糊集定性比较分析

Abstract:

The digital transformation of education driven by generative artificial intelligence has rendered intelligent technological, pedagogical, and content knowledge (iTPACK) a core issue in the professional development of foreign language teachers. Rooted in complexity theory, this study selects 103 secondary school English teachers as research participants and adopts the fuzzy-set Qualitative Comparative Analysis (fsQCA) method to explore the configurational correlations and effect characteristics among emotional labor, motivational beliefs of technology use, and iTPACK construction. The empirical results identify three types of pathways that facilitate the effective construction of iTPACK and two types of pathways that constrain its development, demonstrating the inherent characteristics of asymmetry, equifinality, and conditional complementarity in the process of iTPACK construction. By revealing the configurational effects of iTPACK construction from the dual perspectives of emotional labor and motivational beliefs of technology use, this study expands the dimensionality of complexity-related research within iTPACK theory. It also validates the methodological value of configurational analysis in interpreting the complex psychological mechanisms of teachers’ professional development and offers configurational intervention strategies for AI-integrated teacher training in foreign language education.

Keywords: iTPACK; foreign language teachers; emotional labor; motivational beliefs; configurational effects; fsQCA

中图分类号:

H319

高洋, 张盼盼. 外语教师iTPACK建构的组态效应研究——基于情绪劳动与技术使用动机信念视角[J]. 北京第二外国语学院学报, 2026, 48(3): 102-124.

Gao Yang, Zhang Panpan. Configurational Effects in Foreign Language Teachers’ iTPACK Construction: From the Perspectives of Emotional Labor and Motivational Beliefs of Technology Use[J]. Journal of Beijing International Studies University, 2026, 48(3): 102-124.

图/表 7

参考文献 41

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变量	完全隶属锚点（第95百分位）	交叉点（第50百分位）	完全不隶属锚点（第5百分位）
表层扮演	5.98	3.00	1.19
深层扮演	7.00	5.00	3.00
自然流露	7.00	5.33	3.07
技术兴趣	7.00	5.25	3.75
技术焦虑	5.97	3.00	1.00
技术自我效能感	6.25	4.75	3.28
成长型心态	7.00	5.00	3.33
感知有用性	7.00	5.17	3.70
感知社会规范	6.64	5.00	3.33
iTPACK	6.33	4.52	2.04

变量	完全隶属锚点（第95百分位）	交叉点（第50百分位）	完全不隶属锚点（第5百分位）
表层扮演	5.98	3.00	1.19
深层扮演	7.00	5.00	3.00
自然流露	7.00	5.33	3.07
技术兴趣	7.00	5.25	3.75
技术焦虑	5.97	3.00	1.00
技术自我效能感	6.25	4.75	3.28
成长型心态	7.00	5.00	3.33
感知有用性	7.00	5.17	3.70
感知社会规范	6.64	5.00	3.33
iTPACK	6.33	4.52	2.04

变量	均值	标准差	最小值	最大值
表层扮演	3.20	1.38	1.00	7.00
深层扮演	4.85	1.16	2.00	7.00
自然流露	5.28	1.07	2.67	7.00
技术兴趣	5.36	1.13	1.00	7.00
技术焦虑	3.10	1.40	1.00	7.00
技术自我效能感	4.79	0.93	2.75	7.00
成长型心态	5.12	1.08	2.00	7.00
感知有用性	5.19	0.99	2.00	7.00
感知社会规范	5.02	1.01	2.00	7.00
iTPACK	4.43	1.33	1.19	7.00

变量	均值	标准差	最小值	最大值
表层扮演	3.20	1.38	1.00	7.00
深层扮演	4.85	1.16	2.00	7.00
自然流露	5.28	1.07	2.67	7.00
技术兴趣	5.36	1.13	1.00	7.00
技术焦虑	3.10	1.40	1.00	7.00
技术自我效能感	4.79	0.93	2.75	7.00
成长型心态	5.12	1.08	2.00	7.00
感知有用性	5.19	0.99	2.00	7.00
感知社会规范	5.02	1.01	2.00	7.00
iTPACK	4.43	1.33	1.19	7.00

条件	高水平iTPACK		低水平iTPACK
条件	一致性	覆盖率	一致性	覆盖率
表层扮演	0.648	0.674	0.605	0.625
~表层扮演	0.639	0.620	0.684	0.659
深层扮演	0.665	0.712	0.579	0.615
~深层扮演	0.641	0.605	0.729	0.683
自然流露	0.721	0.691	0.641	0.610
~自然流露	0.593	0.625	0.676	0.706
技术兴趣	0.742	0.699	0.609	0.569
~技术兴趣	0.543	0.583	0.678	0.723
技术焦虑	0.622	0.660	0.629	0.662
~技术焦虑	0.682	0.649	0.677	0.640
技术自我效能感	0.733	0.727	0.563	0.555
~技术自我效能感	0.551	0.560	0.723	0.729
成长型心态	0.747	0.713	0.622	0.588
~成长型心态	0.568	0.602	0.697	0.733
感知有用性	0.728	0.738	0.581	0.584
~感知有用性	0.590	0.587	0.739	0.730
感知社会规范	0.724	0.711	0.586	0.571
~感知社会规范	0.563	0.578	0.703	0.716