Artificial Intelligence Empowers the Cultivation Path of Preschool Teachers’ Core Digital Teaching Competence—A Case Study of Mianyang City

Abstract

Against the background of educational digital transformation, the in-depth integration of artificial intelligence and preschool education has put forward new requirements for preschool teachers’ digital teaching competence. Based on policy orientations such as the Guidelines for Kindergarten Education , the Guidelines for the Learning and Development of Children Aged 3-6, and the Sichuan Provincial “14th Five-Year Plan” Action Plan for the Development and Improvement of Preschool Education, this paper combines survey data from questionnaires of 120 preschool teachers, classroom observations of 30 lessons, and 15 groups of in-depth interviews in Mianyang City. It analyzes the current situation and dilemmas in cultivating preschool teachers’ digital teaching competence in Mianyang, constructs a core digital teaching competence system of “foundation layer – application layer – development layer – guarantee layer”, and proposes a four-dimensional cultivation path of “policy guidance – resource supply – practice empowerment – evaluation guarantee” adapted to Mianyang’s regional characteristics. The research aims to solve the technical application problems of preschool teachers in Mianyang, promote the organic integration of AI technology and the essential nature of preschool education, and provide practical support for the high-quality digital development of preschool education in Northern Sichuan.