AI中介高职英语口语教学系统的矛盾转化：活动理论视角

Contradiction Transformation in the System of AI-Mediated Oral English Instruction in Higher Vocational Education: An Activity Theory Perspective

摘要: 生成式人工智能已深度介入高职英语口语教学，但既有研究多停留在技术效果验证层面，未能回答AI作为中介工具在活动系统中引发的结构性重组。本文以活动理论为指导，将AI中介的高职英语口语教学界定为六要素活动系统，根据矛盾发生到转化的路径考察AI的中介作用。透过这一理论透镜可以看出：AI的嵌入引发了四层矛盾，初级矛盾潜伏于AI工具自身的二重性，次级矛盾集中于AI中介与主体、客体、共同体、规则、分工之间的张力，三级矛盾呈现为标准化统一教学与数据驱动的个性化学习两种形态的张力，四级矛盾指向高职英语口语教学活动系统与应试评价、教学管理、课程制度等邻近系统的冲突。这些矛盾的转化，需要师生在拓展性学习行为循环中，逐步重构为人机协同的个性化教学形态。

Abstract: Generative artificial intelligence (AI) has been deeply integrated into oral English instruction in higher vocational education. However, the existing research, regarding AI as a technical tool, primarily focuses on its effects on oral English proficiency, failing to fully explain the structural reorganization triggered by AI as a mediating tool within the activity system. Guided by activity theory, this paper, taking oral English instruction as a six-element activity, examines the function of AI mediation along the path from the emergence to the transformation of contradictions. Through this theoretical lens, the integration of AI gives rise to contradictions at four levels: primary contradictions is due to the dual nature of AI tools themselves; secondary contradictions centering on tensions between AI and the subject, object, community, rules, and division of labor; tertiary contradictions manifesting as tensions between standardized unified instruction and data-driven personalized learning; and quaternary contradictions pointing to conflicts between the oral English instruction activity system in higher vocational education and adjacent systems, including examination-oriented assessment, teaching administration, and curriculum institutions. The transformation of these contradictions requires that teachers and students should undertake expansive learning cycle to reconstruct a human-machine collaborative personalized teaching form.