基于智适应学习系统的小学语文 个性化教学路径探究

Exploring the Personalized Teaching Path of Primary School Chinese Based on an Intelligent Adaptive Learning System

摘要: 智适应学习系统在小学语文教学中存在“技术中心主义”迷思，即把复杂的语文学习简化为可量化的知识点训练，遮蔽了文本细读的温度与意义生成。其原因在于相关研究多集中于理工学科，系统设计缺乏对语文学科人文特质的关照。针对上述问题，基于叶圣陶“教是为了达到不需要教”、王荣生“教学内容的确定性与学生理解的差异性”、维果茨基“最近发展区”及人本主义学习理论，构建一种人机协同的个性化教学路径。具体包括课前借助系统进行前置检测、分层规划与资源推送，实现学情诊断与路径规划；课中通过分层授课、实时互动与动态调整，实现深度互动与动态生成；课后依托个性化巩固、精准评价与复盘优化，实现分层拓展与长效追踪。该路径明确智适应系统的辅助定位——赋能教师精准识别学生的“最近发展区”，而非替代教师判断，从而在班级授课制下实现规模化教育与个性化培养的统一。

Abstract: The intelligent adaptive learning system harbors a myth of “techno centrism” in primary school Chinese teaching, which simplifies the complex process of Chinese learning into quantifiable knowledge-point drills, thereby obscuring the warmth and meaning-making inherent in close reading of texts. This issue stems from the fact that relevant studies are predominantly concentrated in science and engineering disciplines, leading to system designs that lack sufficient consideration for the humanistic qualities of the Chinese subject. To address these problems and grounded in Ye Sheng Tao’s concept that “teaching is for the purpose of achieving the state where teaching is no longer needed”, Wang Rongsheng’s theory on “the certainty of teaching content and the diversity of student understanding”, Vygotsky’s “Zone of Proximal Development” (ZPD), and humanistic learning theory, this study constructs a human-machine collaborative personalized teaching path. Specifically, this path includes pre-class pre-assessment, tiered planning, and resource recommendation via the system to achieve learning diagnosis and path planning; in-class tiered instruction, real-time interaction, and dynamic adjustment to achieve deep interaction and dynamic generation; and post-class personalized consolidation, precise evaluation, and review optimization to achieve tiered expansion and long-term tracking. This path clarifies the auxiliary role of the intelligent adaptive system—empowering teachers to accurately identify students’ “Zone of Proximal Development” rather than replacing teachers’ professional judgment—thereby achieving the unity of large-scale education and personalized cultivation within the class-based instruction system.