AI赋能项目式学习的高中英语整本书阅读教学实践研究——以《Robinson Crusoe》创读课为例

A Practical Study on AI-Empowered Project-Based Learning in Senior High School English Whole-Book Reading Instruction—A Case Study of a Creative Reading Lesson on Robinson Crusoe

摘要: 在教育数字化背景下，高中英语整本书阅读教学正从文本讲解转向任务驱动、资源融合和多元评价协同。本文以高一英语整本书阅读项目《Robinson Crusoe》为课例，借鉴“研究缘起–理论依据–课例分析–教学实施–评价反思”的案例论文结构，围绕“ACCESS”教学模式展开分析。课例以项目式学习为组织形态，以英语学习活动观为路径，以SOLO分类理论和形成性评价为支撑，设计“激趣导读、跨界赏析、创新写作、阅读展演”四个课时，并重点分析创读课中“创、展、评、演、探、拓”六个环节。研究认为，AI技术能够在资料整合、情境创设、语言支架、过程评价和作品展示等方面提升阅读效率，但其价值不在于代替学生阅读和思考，而在于为自主探究、合作建构和迁移创新提供脚手架。同时，结合课例教学设计中“书目调查–任务链推进–六字创读–多元评价”的具体证据，进一步讨论AI工具的局限与学生AI素养培养路径。

Abstract: Against the backdrop of educational digitalization, senior high school English whole-book reading instruction is undergoing a shift from text-centered explanation to task-driven learning, integrated resource use, and coordinated multidimensional assessment. Taking a Grade 10 whole-book reading project on Robinson Crusoe as a case, this paper draws on the case-study framework of “research background, theoretical foundation, lesson analysis, teaching implementation, evaluation and reflection” and conducts an analysis centered on the “ACCESS” teaching model. Organized in the form of project-based learning, guided by the Activity-based Approach to English Learning, and supported by the SOLO taxonomy and formative assessment, the lesson sequence consists of four stages: interest-arousing guided reading, interdisciplinary appreciation, creative writing, and reading performance. Particular attention is given to the creative reading lesson, which is structured around six instructional procedures: creation, presentation, evaluation, performance, inquiry, and extension. The study finds that AI technologies can enhance reading efficiency in areas such as information integration, contextualized scenario construction, language scaffolding, process-based assessment, and multimodal presentation of student work. However, the value of AI does not lie in replacing students’ reading and thinking; rather, it serves as a scaffold for autonomous inquiry, collaborative knowledge construction, and transfer-based creative application. Drawing on concrete evidence from the lesson design, including the book-selection survey, task-chain progression, the six-step creative reading framework, and multidimensional assessment, the paper further discusses the limitations of AI tools and practical pathways for cultivating students’ AI literacy.