具身认知视域下高中英语写作教学中AI批改系统的审视与重构

Examination and Reconstruction of AI Automated Essay Scoring (AES) Systems in High School English Writing Instruction from the Perspective of Embodied Cognition

摘要: 随着人工智能深度融入高中英语写作教学，作文自动评分(AES)系统(含传统型与生成式AI)已广泛普及，但却存在与语言学习具身本质相悖的离身性局限——表现为真实情境脱节与身体参与不足。本研究以梅洛–庞蒂具身认知理论为核心，结合维果茨基社会文化理论，采用文献综述、多案例分析、理论建构及拟开展实证研究的混合研究法，旨在系统揭示AES系统的多维度非具身化表征，并构建适配高中英语写作教学的具身导向整合框架。研究发现，AES系统存在三大核心非具身化问题，且此类问题在语言、人文学科中具有跨学科共性。据此，提出覆盖作业设计、写作实践、批改反馈、评价总结的全流程具身整合路径，并配套具体教学案例。该路径与《普通高中英语课程标准(2022年版)》高度契合，可为高中英语教师提供可操作的教学策略，同时丰富具身认知理论在AI教育领域的应用研究，为教育技术的具身化转型提供理论支撑与实践参考。

Abstract: With the deep integration of artificial intelligence into high school English writing instruction, automated essay scoring (AES) systems (including traditional models and generative AI) have become widely prevalent, yet they face disembodied limitations that contradict the embodied nature of language learning, characterized by disconnection from real contexts and insufficient physical engagement. Grounded in Merleau-Ponty’s embodied cognition theory and supplemented by Vygotsky’s sociocultural theory, this study adopts a mixed-methods approach combining literature review, multi-case analysis, theoretical synthesis, and a proposed quasi-experimental research design. Its primary aim is to systematically reveal the multi-dimensional disembodied manifestations of AES systems and construct an embodied-oriented integration framework tailored to high school English writing teaching. The findings identify three core disembodied issues of AES systems, which exhibit cross-disciplinary commonalities across language and humanities subjects. Accordingly, this study proposes a full-cycle embodied integration pathway covering task design, writing practice, feedback revision, and evaluation summary, accompanied by specific teaching cases. Aligned with the “General High School English Curriculum Standards (2022 Edition)”, this pathway provides actionable teaching strategies for high school English teachers, enriches the application research of embodied cognition theory in AI education, and offers theoretical support and practical reference for the embodied transformation of educational technology.