人工智能赋能初中道德与法治课堂的应用研究

Application Research of Artificial Intelligence Empowering Middle School Morality and Rule of Law Classroom

摘要: 当前初中道德与法治课堂存在教学内容抽象脱离学生生活、互动形式单一参与度低、思辨训练薄弱价值辨析能力不足、个性化教学难以落实评价反馈滞后等现实困境。人工智能技术能够促进知识的情境化转化、重构课堂互动结构、提供认知支架、突破规模化与个性化的矛盾，为课堂变革提供独特价值。基于此，本研究提出四大运用策略：化抽象为具体，借助人工智能生成生活化情境；从独白到对话，引入数字角色扮演激活课堂互动；为思维搭支架，利用人机协同强化价值辨析能力；让教学更精准，依托人工智能技术实现个性化支持。通过一项小规模行动研究初步验证了“化抽象为具体”和“为思维搭支架”策略的有效性。研究表明，人工智能技术融入课堂的核心在于以技术服务育人目标，需坚持“教师主导、AI辅助、学生主体”原则，警惕技术依赖与价值观偏差等风险。

Abstract: At present, there are practical difficulties in middle school Morality and Rule of Law classrooms, such as abstract teaching content divorced from students’ life experience, monotonous interaction forms leading to low participation, weak critical thinking training resulting in insufficient value analysis ability, and difficulties in implementing personalized teaching with delayed evaluation feedback. Artificial intelligence technology can promote contextualized transformation of knowledge, reconstruct classroom interaction structures, provide cognitive scaffolding, and break through the contradiction between large-scale teaching and individualization, offering unique value for classroom reform. Based on this, this study proposes four application strategies: turn abstraction into concreteness by using AI to generate life‑situated scenarios; transform monologue into dialogue by introducing digital role‑playing to activate classroom interaction; build scaffolds for thinking by leveraging human‑AI collaboration to strengthen value analysis ability; and make teaching more precise by relying on AI technology to realize personalized support. Through a small‑scale action research, the effectiveness of the first two strategies is preliminarily verified. The study shows that the core of integrating AI technology into the classroom lies in serving educational goals with technology, adhering to the principle of “teacher‑led, AI‑assisted, student‑centered”, and being vigilant against risks such as technology dependence and value bias.