人机协同视角下日语写作教学的智能化转型路径研究

A Study on the Path of Intelligent Transformation in Japanese Writing Teaching from the Human-Machine Collaboration Perspective

摘要: 教育数字化转型背景下，生成式人工智能为改善传统外语写作教学困境提供了技术支撑，但现有研究多聚焦英语领域，日语写作教学的智能化研究仍有不足。本研究采用行动研究法与案例研究法，选取国内某高校日语专业二年级两个平行班(各15人)开展16周教学实践，系统探讨生成式人工智能在基础写作、商务应用文写作、学术写作三类核心场景的应用路径。研究发现，生成式人工智能能够显著提升教学反馈效率与学生语用能力，但在日语敬语生成的语境适配、文体精准转换、文化语境深度理解等方面存在特殊挑战。基于此，本研究构建了“人工智能技术支撑 + 教师教学主导”的人机协同教学模式，明确了二者的角色分工与全流程应用框架，为高校日语专业本科阶段写作教学的智能化技术融入提供了一种可能的理论参考与实践借鉴。

Abstract: Against the background of digital transformation in education, generative artificial intelligence provides technical support for alleviating the long-standing dilemmas in traditional foreign language writing instruction. However, existing research has predominantly focused on the English language teaching domain, while research on the integration of intelligent technologies in Japanese writing teaching remains largely unexplored. Adopting action research and case study methods, this study conducted a 16-week teaching practice with two parallel classes (15 students each) of second-year Japanese majors at a Chinese university, and systematically explored the application paths of generative AI in three core scenarios: basic writing, business practical writing, and academic writing. The findings reveal that generative AI can significantly improve the efficiency of teaching feedback and students’ pragmatic competence, yet it faces unique challenges in context adaptation of Japanese honorific generation, precise style conversion, and in-depth understanding of cultural context. Accordingly, this study constructs a human-machine collaborative teaching mode featuring “AI as technical support and teachers as instructional leaders”, clarifies the role division and whole-process application framework of the two parties, and provides a possible theoretical reference and practical implication for the integration of intelligent technologies in undergraduate Japanese writing teaching at Chinese universities.