AI赋能高中英语阅读教学的策略探究

Research on Strategies of AI-Empowered Senior High School English Reading Teaching

摘要: 随着人工智能(AI, Artificial Intelligence)的迅猛发展以及核心素养导向下的新课程改革的日益推进，传统的高中英语教学手段、教学方法、教学模式等已无法满足目前的教学需求。因此，本文基于《普通高中英语课程标准(2017年版2022年修订)》倡导的学科核心素养，结合高中英语阅读教学现状，系统分析当前高中英语阅读教学存在的问题、AI赋能高中英语阅读教学的必要性及策略，以译林版高中英语必修一第四元“Looking Good, Feeling Good”为主题，在高一年级两个平行班(控制班与实验班)开展了为期一个单元的教学对比实验，结果表明，AI赋能策略虽未在短期内显著提升学生阅读测试成绩，但有效激发了学生的深层阅读兴趣，并能够培养学生的批判性思维与自主学习能力。因此，本研究在一定程度上为智能时代高中英语阅读教学的模式创新与素养落地提供了具有操作性的策略体系与实证依据。

Abstract: With the rapid development of artificial intelligence (AI) and the ongoing advancement of new curriculum reforms guided by core competencies, traditional high school English teaching methods, approaches, and models can no longer meet current educational demands. Therefore, this paper, based on the subject core competencies advocated in the “Ordinary High School English Curriculum Standards (2017 Edition, Revised 2022)”, and in combination with the current situation of senior high school English reading instruction, systematically analyzes the problems existing in high school English reading teaching, the necessity of AI-empowered senior high school English reading instruction, and related strategies. This study was conducted based on the theme “Looking Good, Feeling Good” from Unit 4 of the first-year high school English textbook published by Yilin Press. A comparative teaching experiment was carried out over one instructional unit in two parallel classes—designated as the control class and the experimental class. The findings indicate that while the integration of AI-supported instructional strategies did not lead to a statistically significant improvement in students’ performance on standardized reading assessments in the short term, it effectively enhanced their deep engagement with reading materials and fostered the development of critical thinking and self-directed learning skills. Thus, this research offers practical pedagogical strategies and empirical support for innovating high school English reading instruction and advancing core competency development in the context of the intelligent education era.