TBLT与生成式AI融合的高中英语读后续写教学研究——以2024年高考英语全国二卷为例

Research on the Integration of TBLT and Generative AI in Continuation Writing Instruction for Senior High School English—A Case Study of the 2024 National College Entrance Examination English Paper II

摘要: 读后续写作为高考英语综合性极强的题型，强调情节、主题、情感与语言的有机融合，却长期面临学生“难以落笔”“逻辑断裂”等教学困境。本文以2024年全国高考英语二卷读后续写题为例，探讨TBLT任务型教学法与以DeepSeek为代表的人工智能技术深度融合的教学路径。通过解构真题文本、分析学情弱点，研究构建了以“任务驱动-AI辅助–多维评价”为核心的教学模型：在TBLT框架下，教师依托AI生成结构化思维导图、设计情境任务，引导学生开展协作分析与创造性写作；在评价环节，AI提供多维度、即时性、标准化的范文点评与修改建议，有效提升反馈精准性与教学效率。实践表明，人机协同模式不仅强化了学生的逻辑思维、语言综合应用与情感表达能力，也为突破读后续写教学难点提供了可推广的创新方案。本研究为人工智能赋能英语写作教学提供了实证参考，凸显了技术在促进“教–学–评”一致性方面的巨大潜力。

Abstract: As a highly comprehensive task type in the Gaokao English test, continuation writing requires the organic integration of plot, theme, emotion, and language. However, teaching practices have long faced difficulties such as students “struggling to start writing” and “logical disconnection”. Taking the continuation writing task from the 2024 National Gaokao English Paper II as an example, this paper explores a teaching approach that deeply integrates Task-Based Language Teaching (TBLT) with AI technology represented by DeepSeek. By deconstructing the original text and analyzing students’ weaknesses, the study proposes a teaching model centered on “task-driven learning, AI-assisted support, and multi-dimensional evaluation”. Within the TBLT framework, teachers use AI to generate structured mind maps and design contextual tasks, guiding students to engage in collaborative analysis and creative writing. In the evaluation phase, AI provides multi-dimensional, real-time, and standardized feedback, offering sample essay critiques and revision suggestions, thereby enhancing feedback precision and teaching efficiency. Practice shows that this human-AI collaborative model not only strengthens students’ logical thinking, integrated language use, and emotional expression skills but also provides a scalable and innovative solution to the challenges of continuation writing instruction. This study offers empirical evidence for AI-empowered English writing teaching and highlights the great potential of technology in promoting the alignment of teaching, learning, and assessment.