生成式人工智能在初中英语阅读教学情境创设中的应用限度与优化路径

Limitations and Optimization Paths of Generative AI in Creating Teaching Contexts for Junior High English Reading

摘要: 生成式人工智能(Generative Artificial Intelligence, GenAI)凭借多模态生成、适应性生成与交互反馈等技术优势，能够增强初中英语阅读情境的具身性、适切性与参与性，为学生语篇理解与意义建构提供新的支持。然而，阅读教学以语篇理解和自主意义建构为核心，决定了GenAI在支持情境创设中存在一定限度，具体表现为技术吸引导致情境创设形式化、开放性生成引发情境内容失真化、智能支架过度介入造成学生阅读依赖化。研究认为，应锚定教学目标、立足语篇本体、渐隐智能支架，在教学逻辑规约下校准技术赋能方向，实现GenAI与初中英语阅读情境创设的适切融合。

Abstract: With technical advantages such as multimodal generation, adaptive generation and interactive feedback, Generative Artificial Intelligence (GenAI) can enhance the embodiment, appropriateness and engagement of contexts in junior high school English reading teaching, and provide new support for students’ text comprehension and meaning construction. Nevertheless, reading teaching centers on text understanding and autonomous meaning construction, which determines that GenAI has certain limitations in supporting context creation. Specifically, technological appeal may lead to formalized context design; open-ended generation can cause distorted contextual content; and excessive intervention of intelligent scaffolds may result in students’ over-reliance in reading. This study argues that educators should anchor teaching objectives, take the text itself as the foundation, and gradually fade out intelligent scaffolds. Under the constraints of pedagogical logic, the direction of technological empowerment should be calibrated to achieve appropriate integration of GenAI and context creation in junior high school English reading.