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生成式AI融入初中英语阅读教学的理论基础与设计思路

Theoretical Basis and Design Ideas for Integrating Generative AI into English Reading Teaching in Junior High Schools

Education Study / 2025,7(11): 1208-1212 / 2025-11-24 26 18

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• Authors: 王琳¹ 宋松² 李攀¹ 吴凌寒³ 王乐¹
• Information:

  1．西安市益新中学，西安；
  2．西咸新区第二初级中学，西安；
  3．西安市莲湖第二学校，西安

• Keywords:
  Generative artificial intelligence; Junior high school English reading; Generative learning theory; Instructional design; Deep learning
  生成式人工智能; 初中英语阅读; 生成学习理论; 教学设计; 深度学习
• Abstract: With the rapid advancement of generative artificial intelligence (AI) technology, its potential for application in the field of education is becoming increasingly prominent. This paper focuses on the specific context of junior high school English reading instruction, systematically exploring the theoretical foundations and design pathways for integrating generative AI into teaching practices. The research begins by analyzing the characteristics and limitations of current junior high school English reading teaching, pointing out the shortcomings of traditional models in providing personalized support, fostering thinking skills, and integrating technology. Building on this analysis, the paper elaborates on the inherent alignment between Wittrock’s Generative Learning Theory and generative AI, revealing the underlying logic of how AI promotes students’ deep learning through mechanisms such as scenario creation, dynamic interaction, and data-driven insights. Furthermore, the study constructs an integrated instructional design framework centered on “Objectives-Content-Activities-Assessment”, emphasizing the multidimensional integration of teaching objectives, the dynamic generation of teaching content, the cognitive construction of teaching activities, and the pervasive integration of evaluation and feedback throughout the learning process. 随着生成式人工智能技术的迅猛发展，其在教育领域的应用潜力日益凸显。本文聚焦初中英语阅读教学这一具体场景，系统探讨生成式AI融入教学实践的理论基础与设计路径。研究首先剖析了当前初中英语阅读教学的特征与局限，指出传统模式在个性化支持、思维培养与技术融合方面的不足。在此基础上，论文深入阐释了威特洛克生成学习理论与生成式AI的内在契合性，揭示了AI通过情境创设、动态交互与数据驱动等机制促进学生深度学习的内在逻辑。进一步地，研究构建了以“目标—内容—活动—评价”为核心的一体化教学设计框架，强调教学目标的多维整合、教学内容的动态生成、教学活动的认知建构以及评价反馈的全程渗透。
• DOI: https://doi.org/10.35534/es.0711225 (registering DOI)
• Cite: 王琳，宋松，李攀，等．生成式AI融入初中英语阅读教学的理论基础与设计思路［J］．教育研讨，2025，7（11）：1208-1212．