人工智能赋能多模态在初中英语写作教学中的实践路径

Practical Paths of AI-Empowered Multimodal Teaching in Junior High School English Writing Instruction

摘要: 在基础教育数字化转型与英语学科核心素养培育的双重背景下，传统初中英语写作教学面临学习动机薄弱、真实情境缺失、反馈机制低效等现实困境，难以充分落实《义务教育英语课程标准（2022年版）》的要求。文章依托韩礼德系统功能语言学、克雷斯多模态话语分析理论，细化阐释多模态符号如何通过概念、人际、语篇三大元功能支撑写作教学设计，探讨人工智能赋能的多模态教学在初中英语写作中的实践路径，构建“多模态资源整合与写作支架构建–人机协同分层支持赋能写作–精准评估反馈与写作能力升华”三阶段教学模式。该模式旨在回应传统写作教学中的关键问题，推动核心素养目标的落地，并为数字化时代的英语教学改革提供理论参照与实践启示。文章进一步结合人教版八年级英语“以读促写”课例展开实证分析，明确课例中豆包、Grammarly、讯飞智教学等具体智能工具的课堂应用场景。研究表明，人工智能赋能多模态写作教学能通过语篇可视化解构、分层资源供给和智能化精准反馈，有效激发学生写作兴趣，创设真实交际情境，提升教学反馈效率，从而助力学生实现从“机械仿写”到“自主创作”的转变。同时本文剖析该教学模式落地实践中的现实挑战，重构人机协同课堂下教师的新型角色定位，提出配套教师数字素养提升培训路径，完善研究现实指导价值。

Abstract: Against the dual backdrop of digital transformation in basic education and the cultivation of core competencies in the English discipline, conventional junior high school English writing instruction is plagued by practical dilemmas including students’ weak learning motivation, lack of authentic communicative contexts, and inefficient feedback mechanisms, which makes it difficult to fully meet the requirements stipulated in the Compulsory Education English Curriculum Standards (2022 Edition). Grounded in Halliday’s Systemic Functional Linguistics and Kress’s Multimodal Discourse Analysis Theory, this paper elaborates on how multimodal semiotic resources support the design of writing teaching via three metafunctions, namely the ideational metafunction, interpersonal metafunction and textual metafunction. It explores the practical paths of AI-empowered multimodal teaching for junior high school English writing, and constructs a three-stage teaching model consisting of “integration of multimodal resources and construction of writing scaffolds - human-machine collaborative layered support for writing creation - targeted evaluative feedback and advancement of writing competence”. This model addresses prominent drawbacks of traditional writing pedagogy and facilitates the delivery of core competency cultivation objectives, providing theoretical references and practical implications for English teaching reform in the digital era. Combined with a reading-to-write lesson sample from Grade Eight English textbooks published by People’s Education Press, this paper conducts empirical analysis and specifies the classroom application scenarios of intelligent tools including Doubao, Grammarly and iFlytek Intelligent Teaching Platform. The research demonstrates that AI-empowered multimodal writing teaching can visualize text deconstruction, deliver layered learning resources and offer intelligent targeted feedback, so as to effectively stimulate students’ interest in writing, construct authentic communicative contexts and improve the efficiency of instructional feedback, ultimately helping students shift from mechanical imitation to independent creation. Furthermore, this paper analyzes practical challenges emerging from the implementation of the proposed teaching model, reconstructs the new role orientation of teachers in human-machine collaborative classrooms, and puts forward supporting training schemes for teachers’ digital literacy, which enhances the practical guiding value of this research.