Restructuring Primary Chinese Teachers’ Roles in Affective Education in the AI Era

Abstract

The rapid advancement of artificial intelligence is profoundly reshaping the educational ecosystem. As key practitioners undertaking cultural inheritance and affective education, primary Chinese teachers are undergoing an in-depth role transformation from “authorities of knowledge” to “emotional interactants.” This paper systematically sorts out domestic and foreign research on restructuring primary Chinese teachers’ affective education roles in the AI era, and reviews research progress from four dimensions: realistic driving forces behind role transformation, unique value of affective education, emotional dilemmas brought by AI-enabled teaching, and practical paths for role reshaping. The study demonstrates that Chinese teachers’ affective education role is irreplaceable, with its core values embodied in emotional immersion, value guidance, and meaning construction. Nevertheless, human-machine collaborative teaching has created realistic challenges such as algorithmic compression of emotional space, over-reliance on technology, and weakened emotional bonds. On this basis, this paper proposes a four-dimensional reconstruction path: “Concept Renewal — Competency Restructuring — Technological Collaboration — Evaluation Reform”, so as to provide theoretical references and practical experience for primary Chinese education to uphold humanistic values and realize sound educational outcomes in the AI era.