AIGC在初中英语阅读跨学科主题学习中的应用研究——以沪教版(2024)七年级上册Unit 6“Travelling around Asia”为例

Research on the Application of AIGC in Interdisciplinary Theme-Based Learning for Junior High School English Reading—Taking Unit 6 “Travelling around Asia” from the Shanghai Edition (2024) Grade 7 Semester 1 as an Example

摘要: 本文为系列研究的第一个先行性理论建构研究，基于“人机协同”的思想，建立了用国产AIGC工具作支撑的“准备–沉浸–探究–评价(P-I-O-A)”四环节的人机协同教学模式，并应用到初中英语阅读的跨学科学习中。该教学模式是后续系列研究关于课堂实践教学模式搭建的核心框架，明确了教师、学生和AIGC在各个环节上的协作方式，让老师能够借助AIGC把教学经验优势发挥出来，使AIGC可充分利用其技术优势，让各部分之间形成高效协同，从而实现学生英语核心素养及跨学科综合能力的协同发展，提供相关的理论依据和实践路径参考给初中英语教学创新提供一定的借鉴意义。

Abstract: This paper serves as a preliminary theoretical construction for a series of studies. Guided by the core concept of “human-computer collaboration”, it systematically develops a four-stage human-computer collaborative teaching model—“Preparation-Immersion-Exploration-Assessment (P-I-O-A)”—supported by domestic AIGC tools, applied to interdisciplinary theme-based learning in junior high school English reading. This model forms the core framework for subsequent classroom practice research in the series. The model clarifies the collaboration mechanisms and role divisions for teachers, students, and AIGC at each stage, enabling teachers to leverage their pedagogical expertise with the support of AIGC, while allowing AIGC to fully utilize its technological advantages and enabling efficient collaboration among all parts. This aims to promote the synergistic development of students’ core English literacy and interdisciplinary comprehensive abilities, providing a theoretical reference and practical pathway for innovation in junior high school English teaching.