The Challenge and Response of Generative Artificial Intelligence to Teachers' Curriculum Design Leadership

Abstract

The rapid development of generative artificial intelligence is profoundly reshaping the education ecology, which poses a systematic challenge to the professional role and core competence of teachers. In this technological change, teachers' curriculum design leadership is facing unprecedented impact. This paper systematically analyzes the multi-dimensional challenges of generative AI to teachers' curriculum design leadership. This paper proposes that teachers should change from "passive response" to "active remodeling", and reconstruct curriculum design leadership under the new paradigm of human-computer cooperation. By innovating the teaching mode and realizing the "blank" and "value-added" of curriculum design, the focus of the classroom will shift from knowledge coverage to deep learning. By constructing the "just transformation" ecology of teachers' professional development, we can provide systematic organizational support for teachers' digital intelligence growth. According to the research, the fundamental way to deal with the challenge of AI is not to compete with the efficiency of knowledge transfer with machines, but to return to and strengthen the essential pursuit of "making people human" in education. This paper has important academic value and practical significance for deepening the understanding of human-computer collaborative education and promoting the positive transformation of teachers' role.