The burgeoning development of generative artificial intelligence (GenAI) and the widespread adoption of large language models (LLMs) in educational settings have sparked considerable debate regarding their efficacy and acceptability.Despite the potential benefits, the assimilation of these cutting-edge technologies among educators exhibits a broad spectrum of attitudes, from enthusiastic advocacy to profound skepticism.This study aims to dissect the underlying factors influencing educators' perceptions and acceptance of GenAI and LLMs.We conducted a survey among educators and analyzed the data through the frameworks of the Technology Acceptance Model (TAM) and Innovation Diffusion Theory (IDT). Our investigation reveals a strong positive correlation between the perceived usefulness of GenAI tools and their acceptance, underscoring the importance of demonstrating tangible benefits to educators. Additionally, the perceived ease of use emerged as a significant factor, though to a lesser extent, influencing acceptance. Our findings also show that the knowledge and acceptance of these tools is not uniform, suggesting that targeted strategies are required to address the specific needs and concerns of each adopter category to facilitate broader integration of AI tools.in education.

调查显示，教育工作者对生成人工智能和大语言模型的认知和接受度存在差异，为促进人工智能工具在教育中更广泛的应用，需要针对各种教育工作者的需求和关切采取有针对性的策略。

在技术接受模型 (TAM) 和创新扩散理论 (IDT) 的背景下，课堂中的生成式人工智能应用