标题： 提示中的双角色动态：预备教师在表征选择中的AI提示策略 显示英文标题

标题： Dual-Role Dynamics in Prompting: Elementary Pre-service Teachers' AI Prompting Strategies for Representational Choices

摘要： 准教师在学生和未来教师的角色之间处于独特的双重角色。 这种双重角色要求他们在参与教学知识和内容知识时，采用学习者和教师的视角。 本研究调查了正在修读物理科学课程的准小学教师如何促使人工智能生成能够有效地向两个不同受众传达概念性思想的表示。 情境涉及参与者与人工智能互动，生成适当的表示来向他们的小学生解释波速的概念（同时把自己视为教师）以及向他们的英语教师解释理想气体定律（同时把自己视为学生）。 对AI提示的涌现编码表明，当扮演教师角色时，参与者在明确指定目标受众、预先确定表示类型以及生成更广泛的表示方面比扮演学生角色时更为明确。 讨论了在两个角色中观察到的“探索性”和“指导性”提示趋势对准教师教育及其专业发展的影响。 显示英文摘要

摘要： Pre-service teachers play a unique dual role as they straddle between the roles of students and future teachers. This dual role requires them to adopt both the learner's and the instructor's perspectives while engaging with pedagogical and content knowledge. The current study investigates how pre-service elementary teachers taking a physical science course prompt AI to generate representations that effectively communicate conceptual ideas to two distinct audiences. The context involves participants interacting with AI to generate appropriate representations that explain the concepts of wave velocity to their elementary students (while casting themselves as teachers) and the Ideal Gas Law to their English teachers (while casting themselves as students). Emergent coding of the AI prompts highlight that, when acting as teachers, participants were more explicit in specifying the target audience, predetermining the type of representation, and producing a broader variety of representations compared to when they acted as students. Implications of the observed 'exploratory' and 'prescriptive' prompting trends across the two roles on pre-service teachers' education and their professional development are discussed.