人工智能时代的大学英语学习力：内涵与路径

College English Learning Ability in the Era of Artificial Intelligence: Core Connotations and Practical Approaches

摘要: 人工智能(AI)技术的深度介入，正推动大学英语教育发生范式层面的根本性变革。AI在资源环境、交互模式与评价标准三个维度催生此变革。在这一背景下，大学英语“学习力”的核心已从传统的语言技能掌握，转向以“人机协同”为本质的更高阶素养。我们可以构建一个由人机交互力、智能驾驭力、情境认知力、批判反思力与文化同理力组成的五维概念框架，以取代单一的语言能力观。基于此框架，提升学习力的实践路径在于系统性改革：必须构建个性化学习路径、创设真实性任务、强化高阶思维训练，并重塑师生角色与评价体系、防范AI应用的相关风险。AI时代大学英语教学的目标，是培养能智慧驾驭技术、兼具深厚人文素养与全球竞争力的“智慧学习者”，而非受制于AI的“语言技工”。

Abstract: The in-depth involvement of artificial intelligence (AI) technology is driving a fundamental paradigm shift in college English education. This transformation is catalyzed by AI in three dimensions: resource environment, interaction mode, and evaluation criteria. Against this backdrop, the core of college English “learning ability” has shifted from traditional language skill acquisition to a higher-order competence characterized by “human-machine collaboration”. We can construct a five-dimensional conceptual framework consisting of human-machine interaction ability, intelligent control ability, situational cognition ability, critical reflection ability, and cultural empathy ability to replace the single language ability perspective. Based on this framework, the practical path to enhancing learning ability lies in systematic reform: it is necessary to build personalized learning paths, create authentic tasks, strengthen higher-order thinking training, and, crucially, reshape the roles of teachers and students, reform the assessment system, and address the associated risks of AI application. The goal of college English teaching in the AI era is to cultivate “smart learners” who can intelligently control technology, possess profound humanistic qualities and global competitiveness, rather than “language technicians” controlled by AI.