翼课网智能化同步教学平台与初中英语阅读教学深度融合的路径研究——以外研社八年级上册Module 11 Unit 2为例

Pathways for Deep Integration of Yi Kewang Intelligent Synchronized Teaching Platform with Junior High School English Reading Instruction—A Case Study of Module 11 Unit 2 in the Eighth-Grade Textbook Published by Foreign Language Teaching and Research Press

摘要: 在信息技术与教育深度融合的背景下，如何借助智能化平台提升初中英语阅读教学质量成为当前教育研究的重要议题。文章以建构主义、输入与输出假设等理论为指导，聚焦翼课网智能化同步教学平台与外研社八年级上册Module 11 Unit 2阅读教学的深度融合，提出“课前预学–课中互动–课后巩固”三段九环实施路径。笔者通过案例研究，系统挖掘平台在丰富阅读资源、提高阅读效率、革新评估手段等方面的优势，同时揭示教师技术意识薄弱、整合层次浅、资源滥用等现实困境。结果表明：平台的数据驱动与即时反馈机制显著优化了教学决策，情境化任务设计激发了学生阅读兴趣，多元评估促进了个性化学习；深度融合的关键在于以教学目标为核心，实现技术对内容、活动、互动与评价的系统嵌入。研究建议通过校本培训与分层任务设计，提升教师信息素养，构建“技术–教学–评价”一体化课堂，为初中英语阅读教学信息化提供可复制、可推广的范式。

Abstract: Amidst the deepening integration of information technology and education, leveraging intelligent platforms to enhance the quality of English reading instruction in junior secondary schools has emerged as a critical issue in contemporary educational research. Guided by constructivist theory and the input-output hypothesis, this study focuses on the deep integration of the Yi Kewang intelligent synchronous teaching platform with the reading module (Module 11 Unit 2) of the eighth-grade textbook published by Foreign Language Teaching and Research Press. It proposes a three-phase nine-step implementation framework: “pre-class preparation, in-class interaction, and post-class consolidation.” Through case study analysis, this research systematically explores the platform’s advantages in enriching reading resources, improving reading efficiency, and innovating assessment methods, while also identifying practical challenges such as teachers’ limited technological awareness, superficial integration, and misuse of resources. Findings indicate that the platform’s data-driven and real-time feedback mechanisms significantly optimize instructional decision-making, contextualized task design stimulates students’ reading interest, and diversified assessments facilitate personalized learning. The key to deep integration lies in centering on teaching objectives and systematically embedding technology into content, activities, interactions, and evaluations. The study recommends enhancing teachers’ digital literacy through school-based training and tiered task design, thereby constructing an integrated “technology-instruction-assessment” classroom model that offers a replicable and scalable paradigm for the informatization of English reading instruction in junior secondary education.