AI时代英语学习能力的再定义与课堂测评

Redefining English Learning Competence and Classroom Assessment in the AI Era

摘要: 生成式AI时代到来，深刻改变了教育领域，尤其体现在语言学习和测评方式的变革。文章在回顾传统“语言知识、语言技能、综合应用”三维语言学习能力基础上，加入“AI调用、AI评估、AI共创”新三维，并提出可操作的学习行为观察点。AI调用聚焦任务与工具的匹配和结构化提示语设计，实现从“会用工具”到“会配工具”的转变；AI评估从事实、文化、算法三个层面，完成从“草稿生成”到“可信判断”的跨越；AI共创依托意义增删、结构重组、风格统一的高阶修订，达成从“依赖工具”到“引导工具”的升级。结合课堂实践案例，剖析各维度操作方法与常见误区，构建驾驭智能的能力评估标准，为智能时代英语课程目标制定、教学评价完善及教师角色转型提供参考，助力培养能适应人机协同场景的创新型英语学习者。

Abstract: The arrival of generative AI has profoundly transformed the field of education, especially in the areas of language learning and assessment methods. This paper reviews the traditional three-dimensional model of language learning competence, which includes “language knowledge, language skills, and integrated application”, and incorporates three new dimensions: “AI invocation, AI evaluation, and AI co-creation”. It also proposes actionable points for observing learning behaviors. AI invocation focuses on task-tool matching and the design of structured prompts, achieving a transition from “using tools” to “matching tools”. AI evaluation spans three levels—facts, culture, and algorithms—to bridge the gap from “draft generation” to “credible judgment”. AI co-creation relies on advanced revisions that add or delete meaning, restructure content, and unify style, thus upgrading from “relying on tools” to “guiding tools”. Based on classroom practice examples, this paper analyzes the operational methods and common pitfalls in each dimension and establishes an evaluation standard for mastering AI tools. The findings provide a reference for the formulation of English course goals, the improvement of teaching assessments, and the transformation of teachers’ roles in the intelligent era, aiming to cultivate innovative English learners who can adapt to human-machine collaborative scenarios.