生成式人工智能支持下的中小学英语阅读教学情境创设与应用研究——以人教版九年级U5 SA 3 a Reading 为例

Abstract

Based on the concepts outlined in the English Curriculum Standards for Compulsory Education (2022 Edition), this study explores the application of generative artificial intelligence (GAI) technology in junior high school English reading instruction. The research aims to enhance students' language application abilities and intercultural communication competence through the creation of diverse teaching contexts. Guided by Situated Cognition Theory, this study proposes the "Situational Priming–Interactive Engagement–Meaning Construction" model for GAI-empowered contextualized English reading instruction. The model was implemented and evaluated in a real-world English classroom, using Unit 5 from the ninth-grade People's Education Press (PEP) English textbook as a case study. The findings demonstrate the model’s effectiveness in creating classroom contexts, facilitating teacher-student interaction, and enhancing learning engagement. This study provides valuable insights for frontline educators and offers new perspectives on the digital and intelligent transformation of junior high school English reading instruction.