近年来，随着人工智能技术的发展，教育领域中逐渐重视人工智能教育，而人工智能课程是在贯彻人工智能教育的重要内容。许多教师、专家、学者早已开展对人工智能课程的探索，但是从其研究成果、课程成效来看，人工智能课程仍面临着定位不准、实施不易等的挑战。随着新课标的发布，相关的课程内容、学业要求等也有所变化，在这样的压力和标准下，人工智能课程的建设更加困难重重。本研究希望通过对过去教师的课程建设经验进行探索，从教师社会网络这一角度对教师的课程建设过程进行研究，采用现象学研究方法，以期探索教师的社会网络与其成功经验之间的关系、作用和影响，达到创生地进行课程建设的效果。

首先，本研究采用了量化的方式，通过问卷调查了解到中小学一线教师的人工智能课程建设情况、课程创生意识以及社会网络基本情况。其次，在问卷的基础上，采用邀请制访谈的方式，邀请了十名有创生经历或类创生经历、且开设过人工智能课程的教师参与访谈，收集其质性的访谈数据，并采用现象学分析的方法进行数据分析，探究社会网络对教师的课程创生的影响和作用。最后，为了清晰地展示课程创生的全过程，研究采用个案研究的方法，选取了社团课以及普适课两类的人工智能课程形式，从十名教师中挑选出创生成效优异的教师进行进一步的深入了解，包括再次访谈以及收集教学材料等。参考课程创生框架，按照教师的课程创生水平和阶段来划分教师实践的过程，结合教师的思考和研究者的体验，分析教师社会网络在人工智能课程创生中所起到的作用，更加直观地展示社会网络与课程创生的关系。

经研究发现，（1）大多数的教师在课程取向上更倾向于互相适应和创生的课程取向。（2）教师社会网络的丰富程度会对其课程创生行为产生影响，网络越丰富，越倾向产生课程创生行为。（3）教师的社会网络中的资源网络、信息网络、合作网络均能在不同程度和维度上为教师的课程创生提供支持。（4）在具体的影响和作用上，资源网络除了能够提供对应的课程资源外，还是教师进行课程创生的重要契机和机遇；信息网络能够为教师提供观察学习的机会和替代性经验；合作网络能够让教师突破自身能力的限制进行课程建设。

In recent years, with the development of artificial intelligence technology, the education sector has gradually attached importance to AI education, and AI courses are an important part of implementing AI education. Many teachers, experts, and scholars have already begun exploring AI courses, but from the perspective of their research results and course effectiveness, AI courses still face challenges such as inaccurate positioning and difficult implementation. With the release of the new curriculum standards, related course content and academic requirements have also changed, making it even more difficult to construct AI courses under such pressure and standards. This study hopes to explore the teacher's course construction experience through the teacher's social network, using a phenomenological research method to explore the relationship, role, and impact of the teacher's social network and successful experience in creating courses, with the goal of achieving more effective course construction.

Firstly, this study used a quantitative approach to understand the situation of AI course construction, course creation awareness, and basic social network situation of primary and secondary school teachers through a questionnaire survey. Secondly, on the basis of the questionnaire, ten teachers with creative or similar creative experiences who have offered AI courses were invited to participate in the interviews through invitation, and qualitative interview data were collected, followed by data analysis using phenomenological analysis to explore the impact and role of social networks in teacher's course creation. Finally, in order to clearly demonstrate the entire process of course creation, this study used a case study method, selecting two types of AI course forms, namely community courses and universal courses, and selecting ten teachers with outstanding creative outcomes for further understanding, including re-interviews and collection of teaching materials. According to the course creation framework, the teacher's practice process was divided according to the teacher's course creation level and stage, and the role of the teacher's social network in AI course creation was analyzed based on the teacher's thinking and the researcher's experience, more intuitively demonstrating the relationship between social networks and course creation.

The study found that: (1) most teachers tend to adapt and create courses in course orientation. (2) The richness of the teacher's social network will have an impact on their course creation behavior. The more extensive the network, the more likely it is to generate course creation behavior. (3) The resource network, information network, and cooperative network in the teacher's social network can provide support for the teacher's course creation to varying degrees and dimensions. (4) In terms of specific influences and roles, the resource network not only provides corresponding course resources but also serves as an important opportunity for teachers to engage in course creation. The information network can provide opportunities for teachers to observe and learn and alternative experiences, while the cooperative network can enable teachers to break through the limitations of their own abilities in course construction.