基于ADDIE模型的生成式人工智能赋能高中英语读写教学设计——以新人教版必修一Unit 5 Language around the World为例

Generative Artificial Intelligence-Based Teaching Design for High School English Reading and Writing Instruction Using the ADDIE Model—A Case Study of Unit 5 Language around the World in New Senior High English Compulsory 1 (PEP Edition)

摘要: 随着《义务教育英语课程标准(2022年版)》将语言能力列为英语学科核心素养的首要维度，写作教学作为语言输出的高阶认知活动，其质量直接影响学生语言建构与运用能力的发展。高中英语读写教学深陷“输入模板化、输出空洞化、反馈延迟化”的三重困境，学生用套路写、教师用套路改，素养难以真实生长。本研究以ADDIE模型为路径、核心素养为导向，运用KIMI对新人教版必修一Unit 5 Language around the World中读写部分进行教学设计赋能。本研究以真实单元为例，用生成式人工智能赋能教学设计，为教师提供可复制的AI融合教学路径，为核心素养落地于课堂提供参考。

Abstract: As the English Curriculum Standards for Compulsory Education (2022 Edition) prioritizes linguistic competence as the core dimension of English core literacy, writing instruction—as a high-order cognitive activity for language output—directly determines students’ development in language construction and application. Senior high English reading and writing (R&W) instruction is currently trapped in three dilemmas: template-based input, hollow output, and delayed feedback. Students rely on rigid formulas for writing, while teachers grade with standardized patterns, hindering the genuine cultivation of core literacy. Guided by core literacy and structured via the ADDIE model, this study employs KIMI to empower the instructional design for the R&W section of Unit 5 Language around the World in New Senior High English Compulsory 1 (PEP Edition). Taking an authentic unit as a case, this research explores generative AI-enabled instructional design, providing replicable AI-integrated teaching pathways for educators and references for the implementation of core literacy in classroom practice.