AI赋能多模态英语课堂促进学生批判性思维的机制与路径研究

Research on the Mechanism and Path of AI-Enabled Multimodal Senior High English Classrooms Promoting Students’ Critical Thinking

摘要: 本研究基于人工智能与多模态学习理论，探讨AI赋能高中英语多模态课堂对学生批判性思维的影响机制。研究采用问卷调查与访谈相结合的方法，对浙江省S市两所高中的182名学生进行实证分析。结果显示，AI赋能多模态教学与学生批判性思维显著正相关，AI工具运用与互动式多模态活动能显著提升学生的分析能力与思维自信，而单一视觉模态资源对高阶思维培养效果有限。此外，本研究揭示了“AI多模态输入–学习参与–思维发展”的作用路径，为技术支持下的高阶思维培养提供了实证依据。

Abstract: Based on artificial intelligence and multimodal learning theories, this study explores the mechanism of AI-enabled multimodal high school English classrooms on students’ critical thinking. Employing a combination of questionnaire survey and interview, an empirical analysis was conducted on 182 students from two senior high schools in S City, Zhejiang Province. The results reveal a significant positive correlation between AI-enabled multimodal teaching and students’ critical thinking. The application of AI tools and interactive multimodal activities notably boosts students’ analytical competence and thinking confidence, while single visual modal resources have limited effects on higher-order thinking. Furthermore, this study uncovers the action path of “AI multimodal input - learning engagement - thinking development”, offering empirical support for fostering higher-order thinking under technology empowerment.