建构主义视域下人工智能赋能大学英语素养融合教学的实现路径

Realization Paths of AI-Enabled Integrated Literacy Teaching in College English: A Constructivist Perspective

摘要: 人工智能技术正深刻重塑高等教育生态，大学英语教学面临从“工具性技能训练”向“复合型素养培育”的范式转型需求。本文立足于建构主义理论视角，系统阐释AI赋能大学英语素养融合教学的理论逻辑与实践路径。研究首先梳理了建构主义的核心要义及其与素养融合的理论接口，揭示建构主义何以成为AI赋能素养融合的恰切理论透镜；继而从情境建构、对话协商、支架递进三重机制出发，分析AI赋能素养融合的内在作用机理；在此基础上，建构了“人师–AI–学习者”三元协同的实践框架，设计了“准备–探究–反思”三阶教学闭环，并提出面向“语言·思维·数字·价值”四维融合的评价机制。本文辅以小型课堂教学案例检验框架可行性，构建针对价值素养的质性评价维度，弥补现有研究重技能、轻价值融合的不足。研究认为，AI赋能的核心旨归不是技术替代，而是通过人机协同推动大学英语教学从“知识传递”走向“素养建构”。本文旨在为智能化时代的大学英语教学改革提供理论参照与实践启示。

Abstract: Artificial intelligence is profoundly reshaping the ecology of higher education, driving a paradigmatic shift in college English teaching from instrumental skill training to integrated literacy-oriented cultivation. From the perspective of constructivist theory, this paper systematically explores the theoretical logic and practical pathways of AI-enabled integrated literacy teaching in college English instruction. It first elaborates the core connotations of constructivism and its theoretical compatibility with literacy integration, demonstrating the rationality of adopting constructivism as a theoretical lens for AI-supported literacy development. On this basis, it analyzes the internal mechanisms of AI-facilitated literacy integration from three interactive dimensions: situational construction, dialogic negotiation, and scaffolded progression. Furthermore, this study constructs a triadic collaborative teaching framework featuring “teacher-AI-learner” interaction, designs a three-stage instructional loop covering “preparation, inquiry and reflection”, and proposes a multi-dimensional evaluation mechanism targeting the integrated development of linguistic competence, thinking quality, digital literacy and value cultivation. This paper uses small-scale classroom teaching cases to verify the feasibility of the framework, constructs qualitative evaluation dimensions for value literacy, and addresses the deficiency of existing research, which emphasizes skills while neglecting value integration. This paper argues that the essence of AI empowerment lies not in technological substitution, but in promoting the fundamental transformation of college English teaching from knowledge transmission to literacy construction through human-machine collaboration. This paper aims to provide theoretical references and practical implications for advancing college English teaching reform in the intelligent era.