Curriculum design strategies and implementation pathways for AI-generated content (AIGC): a case study of the 'poetry anthology creation' project

Abstract

With the deepening integration of generative artificial intelligence (AI-Generated Content, AIGC) in K-12 education, guiding students to develop accurate cognitive frameworks and responsible utilization of AIGC tools has become a pivotal challenge in AIGC pedagogy. This study employs the "Poetry Anthology Creation" project as a case study to propose a multidimensional curriculum design strategy encompassing thematic contextualization, cognitive restructuring, process optimization, and ethical integration. By anchoring instruction in authentic problem-driven scenarios, the framework systematically reshapes students' instrumental cognition of AI, transitions their focus from technical operation to innovative application, and embeds ethical reflection to strengthen social responsibility. The research explores practical pathways for achieving both technological accessibility ("usability") and ethical utility ("responsible use") in AIGC education. Empirical findings demonstrate that this approach significantly enhances students' creative thinking and problem-solving competencies while establishing an actionable reference framework for integrating AIGC into K-12 artificial intelligence curricula.