AI时代语言教育“道法术器”框架的实践与研究 -以“2024 STARTALK&OLC语言教师培训项目”为例 (Practice and Research on the Framework of "Dao, Fa, Shu, and Qi" for Language Education in the Age of AI -Taking "2024 STARTALK&OLC Language Teacher Training Program" as an Example)

人工智能技术的迅速发展正在深刻改变全球教育格局。近年来，智能评估系统、个性化学习平台与虚拟助教等人工智能应用不断进入课堂，尤其在语言教育领域展现出巨大潜力。与此同时，中国传统哲学中的“道法术器”为理解教育的层次性与系统性提供了理论框架，其从理念到工具的层层递进关系使其与现代教育技术的融合显得尤为关键。本文旨在探讨人工智能时代下“道法术器”框架在语言教育中的理论应用与实践价值，并以“2024 STARTALK&OLC语言教师培训项目”为例进行分析与研究。通过学习与借鉴国外优秀的语言教师培训项目，连接世界，融合创新，尝试为建立更具科学性、实效性和前瞻性的本土化语言教师发展体系提供有价值的新视角与实践参考。本文采用了案例研究、文本定性分析与量化分析等方法，系统梳理了项目学习资料、学员学习行为与成绩统计、学员项目设计成果、在线课堂观察记录、在线讨论与反思日志等资料，重点考察了“道”（教育理念与目标）、“法”（教学策略与方法）、“术”（教学技巧与技术）、“器”（教学工具与资源）在该语言教师培训项目中的具体实践。研究发现，在人工智能支持下该项目能够在“道”层面上更好地落实以学生为中心、跨文化交际能力培养等核心目标，在“法”层面上积极引入多模态教学、反向设计、形成性与综合性评估相融合等现代教学策略，在“术”层面上有效结合课堂互动技巧与教学技术应用，在“器”层面上广泛利用AI评估系统、语言学习App与开放教育资源（OER），并通过Alignment（一致性）、Engagement（参与度）、Technology and Resources（技术与资源）、DEIA（多样性、公平性、包容性和可及性）四大标准实现“道法术器”四者有机平衡，有效促进学生的全面发展。然而本研究也揭示了若干挑战：部分教师对AI工具的应用缺乏熟练度，教育资源在地区与群体间存在差异等。总之，通过多维度分析与实证验证，本研究进一步证实了“道法术器”框架在人工智能时代的语言教育中具有较强的理论适应性和实践指导价值。该框架不仅有助于深化对中国传统教育思想的理解，更为构建融合文化特色与现代理念的语言教育体系提供系统支持，同时也为人工智能赋能语言教育的发展提供新视角与可行的实践参考。关键词：人工智能；语言教育；道法术器；教师培训；实践与研究[Abstract] The rapid development of artificial intelligence (AI) technology is profoundly changing the global education landscape. In recent years, AI applications such as intelligent assessment systems, personalized learning platforms and virtual teaching assistants have continued to enter the classroom, especially in the field of language education, showing its great potential. At the same time, the traditional Chinese philosophy of "Dao, Fa, Shu, and Qi" provides a theoretical framework for understanding the hierarchy and systemic nature of education, and its progressive relationship from concept to tool makes its integration with modern educational technology particularly critical. The purpose of this paper is to explore the theoretical application and practical value of the framework of "Dao, Fa, Shu, and Qi" in language education in the era of AI, and to analyze and study it with the example of "2024 STARTALK&OLC Language Teacher Training Program". Through studying and learning from excellent language teacher training programs abroad, connecting global perspectives with local innovation, we try to provide valuable new perspectives and practical references for the establishment of a more scientific, effective and forward-looking localized language teacher development system.This paper adopts the methods of case study, qualitative and quantitative text analysis, and systematically sorts out the program learning materials, participants' learning behaviors and performance statistics, participants' program design results, online classroom observation records, online discussion and reflection logs, etc., focuses on the practice of "Dao" (educational philosophy and goals), "Fa" (teaching strategies and methods), "Shu" (teaching techniques and technologies), and "Qi" (teaching tools and resources) in this language teacher training program. It is found that the program, with the support of AI, better implements the core objectives of student-centeredness and development of intercultural communication competence at the "Dao" level; and actively introduces modern teaching strategies such as multimodal teaching, reverse design, and the integration of formative and summative assessment at the "Fa" level.;at the "Shu" level, the program effectively combines classroom interaction skills with the application of teaching technology; at the "Qi" level, it makes extensive use of the AI assessment system, language learning apps, and OER; and through the use of the four criteria namely Alignment, Engagement, Technology &Resources, and DEIA (Diversity, Equity, Inclusion, and Accessibility), the training program achieves an organic balance of the "Dao, Fa, Shu, and Qi", and effectively promotes the overall development of students. However, this study also reveals some challenges: some teachers' lack of proficiency in the application of AI tools, and differences in educational resources between regions and groups.In conclusion, through multidimensional analysis and empirical validation, this study further confirms the strong theoretical adaptability and practical guidance value of the "Dao, Fa, Shu, and Qi" framework in language education in the age of AI. The framework not only helps to deepen the understanding of traditional Chinese educational thought, but also provides systematic support for the construction of a language education system that integrates cultural characteristics and modern concepts, and at the same time provides new perspectives and feasible practical references for the development of language education empowered by artificial intelligence.[Keywords] artificial intelligence; language education; "Dao,Fa,Shu,and Qi" framework; teacher training; practice and research