生成式人工智能赋能初中英语写作教学的实践路径——以《译林7A Unit 1 Task》为例

Practical Pathways of Generative Artificial Intelligence Empowering Junior High School English Writing Instruction—A Case Study of “Yilin 7A Unit 1 Task”

摘要: 随着生成式人工智能技术的发展，人工智能在中学英语写作教学中的应用逐渐受到重视。本文基于《义务教育英语课程标准(2022年版)》的教学理念，结合初中“写作任务型课堂”实践，探讨了生成式AI在英语写作教学中多环节嵌入的可能路径。研究围绕课堂导入、语言输入、写作构建与反馈机制四个核心环节展开，指出AI能够通过图像生成、语言支持、结构优化和即时反馈等方式，为学生提供更具个性化、交互性和生成性的支持，有效提升学生的写作动机、表达能力与反思意识。与此同时，AI融入教学也暴露出如学生依赖性、语言水平差异带来的适配问题、数据安全隐患以及教师技术素养不足等挑战。为此，本文提出教师应发挥教学主导作用，通过合理引导学生使用AI工具、设置分层任务、注重伦理教育与技术培训等策略，实现AI与写作教学的有效融合，推动初中英语写作课堂向个性化、智能化和协同化发展。

Abstract: With the rapid advancement of generative artificial intelligence technologies, the application of AI in English writing instruction at the secondary school level has garnered increasing attention. Grounded in the pedagogical principles of the “English Curriculum Standards for Compulsory Education (2022 Edition)” and drawing on practical implementations of “task-based writing classrooms” in junior high schools, this study explores potential pathways for embedding generative AI across multiple stages of English writing instruction. The research focuses on four core stages: lesson introduction, language input, composition construction, and feedback mechanisms. It demonstrates that AI can provide more personalized, interactive, and generative support through image generation, linguistic scaffolding, structural optimization, and instant feedback, thereby effectively enhancing students’ writing motivation, expressive capabilities, and reflective awareness. Meanwhile, the integration of AI into teaching also reveals challenges such as student overdependence, adaptation issues arising from language proficiency disparities, data security risks, and insufficient technological literacy among teachers. To address these issues, this paper proposes that teachers should assume a leading role in instruction and achieve effective AI-writing pedagogy integration through strategies such as guiding students’ AI tool usage appropriately, designing tiered tasks, and emphasizing ethics education and technical training, thereby fostering the development of junior high school English writing classrooms toward personalization, intelligence, and collaborative learning.