生成式人工智能在教學(xué)工作中的運用理論依據(jù)教師關(guān)注現(xiàn)代信息技術(shù)在英語教學(xué)應(yīng)用領(lǐng)域中的發(fā)展和進(jìn)步，學(xué)習(xí)和利用網(wǎng)絡(luò)提供的實時、個性化學(xué)習(xí)資源，為學(xué)生拓寬學(xué)習(xí)渠道，深化信息技術(shù)與英語課程的融合（教育部，2020：72）。要將“互聯(lián)網(wǎng)+”融入教學(xué)理念、教學(xué)方法、教學(xué)模式中，深化信息技術(shù)與英語課程的融合，推動線上線下學(xué)習(xí)相結(jié)合（教育部，2022：52）。人工智能與教學(xué)的結(jié)合界線模糊化：技學(xué)結(jié)合一張皮教材豐富化：資源拓展多渠道學(xué)習(xí)高效化：線上線下聚焦點融入人工智能的邏輯前提：基于教師的教育教學(xué)工作上課備課命卷批改設(shè)計練習(xí)（作業(yè)）引導(dǎo)（學(xué)生使用AI）課內(nèi)課前或課后生成式大模型在教學(xué)中的運用1.深解課時出口任務(wù)，以終為始優(yōu)化設(shè)計AIEDU（2023）:只回答問題Learningaboutacountrythroughitshistoryisimportantforseveralreasons:1.**UnderstandingIdentity**:2.**ContextualizingCurrentEvents**:3.**LessonsfromthePast**:4.**RecognizingPatterns**:5.**FosteringEmpathy**:6.**CivicEngagement**:如何概念化信息Deepseek-V3大模型(2025）:閱讀文本后回答問題。Understandingacountrythroughitshistoryiscrucialbecauseitrevealstherootsofitsidentity,culture,andsocietalstructures.ThetexthighlightshowtheUnitedKingdom’scomplexnameandpoliticalstructure—combiningEngland,Wales,Scotland,andNorthernIreland—aredirectresultsofcenturiesofhistoricalevents,suchasunions,conquests,andindependencemovements.Withoutthishistoricalcontext,termslike"GreatBritain"or"theUK"remainconfusing,andthediversityineducation,legalsystems,andtraditionsamongitsconstituentnationswouldseemarbitrary.HistoryexplainswhytheUnionJacksymbolizesunitywhileeachcountrymaintainsdistinctpractices,suchasseparatefootballteamsforinternationalcompetitions.Moreover,historyilluminateshowanation’slanguage,architecture,andlegalframeworksevolve.Forinstance,thetextnotestheRomans’roads,Anglo-Saxons’linguisticcontributions,Vikingplacenames,andNormancastlesandlegalreforms.Theselayersofinfluenceshowthatmoderncultureisatapestrywovenbypastcivilizations.VisitingLondon’sRoman-erasitesorNormancastlesbecomesmoremeaningfulwhenonerecognizestheirhistoricalsignificance,bridgingthegapbetweenthepastandpresent.（基于文本）

Beyondthetext,studyinghistoryfosterscriticalthinkingandempathy.Ithelpsuscomprehendcurrentglobalissues,suchasregionaltensionsorculturalpride,bytracingtheirorigins.Forexample,understandingtheUK’scolonialpastorIreland’spartitionaddsdepthtodiscussionsaboutmodernpolitics.Historyalsoteacheslessonsfrompastmistakes,encouragingsocietiestoavoidrepeatingthem.Additionally,itpromotescross-culturalappreciation,asrecognizingdiversehistoricalinfluences—likeFrenchvocabularyinEnglish—strengthensrespectformulticulturalidentities.Inessence,historyisnotjustaboutdatesandevents;itisalensthroughwhichweinterpretidentity,progress,andinterconnectednessinanever-evolvingworld.（高于文本）教師再讀原文，以概念為引領(lǐng)，逆向設(shè)計教學(xué)活動，并在綜合考量學(xué)生達(dá)成目標(biāo)的情況下，設(shè)置遷移創(chuàng)新類問題，解決新情境下的真實問題。如：HowdidyougainadeeperunderstandingofChinathroughlearningitshistory?2.師生共筑智慧課堂，協(xié)同生成動態(tài)教學(xué)與大模型多輪互動：讀后續(xù)寫評價和提示語示例定標(biāo)：主題意義、人物關(guān)系、沖突危機、敘事節(jié)奏、內(nèi)容回應(yīng)、語言表達(dá)提示語：多輪提問，動態(tài)生成評價標(biāo)準(zhǔn)和范文。目的：依托情節(jié)發(fā)展6要素，通過多輪提問，生成可行性評分標(biāo)準(zhǔn)，進(jìn)而形成方法論。WhenwearrivedinTournus,GabrielandIparkedourbikesnearthewharfandwalkedtothetownsquare,starvingaftera33-kilometerride.Wemadeitwithinoneandahalfhours,

whichisreallysomething!WeplannedtogetlunchandthenbikebacktoMacon,acityontheSaoneRiverwhereIwasstayingwithGabriel’sfamilyforthesummer.Itwasmarketday,bustlingwithlocalsbuyinggroceriesandtouristshuntingforsouvenirs.Weboughtalong,thinloafofbreadcalledabaguetteandsomeBrie,asoftcheeseI'mobsessedwith.Ittastesawesomewiththecrispycrustofthebaguette.Whileeating,Inoticedagirlina

USABasketballT-shirtsmilingatus.BasketballispopularinFrancetoo.YoucanevenwatchNBAgamesonTV.ThegirlstoppedtobuycookieswithsomeonethatIguessedwashermombecausetheylookedsomuchalike.Welatersawherandhermombytheriver,enjoyingpastries（糕點）onabenchnearariverboatnamedVoyageur,whichhaddockedearlier.Thentheyboardedtheboat.Asitwaspreparingtoleave,Ispottedacolorfulshoppingbagonthebench.Thegirlhadleftit!GabrielandIcalledouttoherinFrenchandEnglish,waving

thebag.Whenthegirlnoticedus,shewassurprisedbutdisappointedastheboatbegantoleave.Gabrielsuggestedthrowingittoher,butIfeareditwouldfallintotheriver.Wehadtofindanotherway!Runningalongsidetheboat,

GabriellearnedfromasailorthatthenextstopwasMacon-ourdestinationaswell.

Itwouldtaketheboatjustundertwohoursataspeedof

12knots.

Gabrielsearchedonthephoneaboutthespeed.“That’s22kilometers-or14miles-perhour,”

hesaid.

“Doyouthinkwecankeepup?”

Iasked.

Withalaugh,

hereplied,

“We’reabouttofindout!”Paragraph1:Ithrewthebagovermyshoulder,

andwesetoff.

Paragraph2:Thegirl‘seyeslitupwithastonishmentwhilehermomclappedindelight.（常山一中2025屆2月）提示語1：請對文本中的讀后續(xù)寫試題從主題意義、人物關(guān)系、沖突危機、敘事節(jié)奏、內(nèi)容回應(yīng)等方面結(jié)合閱讀文本和續(xù)寫部分的兩句段首語，對試題進(jìn)行全面分析。發(fā)展要素提示語1后的生成內(nèi)容主題意義故事圍繞善意、冒險精神與跨文化聯(lián)結(jié)展開。核心是通過歸還遺失物品的契機，展現(xiàn)主人公的機敏與善良，同時以騎行追趕船只的緊張過程強化友情與合作。續(xù)寫需延續(xù)這一主題，突出解決問題的智慧與善舉帶來的溫暖結(jié)局，并通過歸還場景深化文化互動（如美國女孩的NBA元素與法國小鎮(zhèn)風(fēng)情）。人物關(guān)系“我”與Gabriel：默契的伙伴關(guān)系，性格互補（“我”謹(jǐn)慎，Gabriel果敢）。續(xù)寫需體現(xiàn)兩人的協(xié)作，如分工騎行、互相鼓勵。美國母女：作為受助者，需通過反應(yīng)（如驚訝、感激）強化跨文化善意傳遞，可加入簡短對話體現(xiàn)情感聯(lián)結(jié)。沖突危機核心沖突：追趕船只與時間賽跑。需利用騎行速度與船速的對比制造緊張感（如抄近路、體力極限）。潛在風(fēng)險：路線錯誤、體力不支或天氣變化，但需最終化解以維持積極基調(diào)。敘事節(jié)奏第一段（“我背起包，我們出發(fā)了”）：快節(jié)奏動作描寫，突出騎行細(xì)節(jié)（如踩踏頻率、汗流浹背）、環(huán)境阻礙（如陡坡、逆風(fēng)）及時間緊迫感（如頻繁看表）。第二段（“女孩驚訝，母親鼓掌”）：放緩節(jié)奏，聚焦歸還瞬間的溫情場景，輔以對話或象征性細(xì)節(jié)（如交換聯(lián)系方式、分享食物）。內(nèi)容回應(yīng)邏輯自洽：需確保追趕時間合理（船行2小時/44km，騎行速度需匹配，可設(shè)計抄近路縮短距離）。細(xì)節(jié)呼應(yīng)：提及“Voyageur號”靠岸細(xì)節(jié)，增強場景真實感；美國女孩的“NBA球衣”可作為歸還后的聊天話題；法式面包與奶酪可重現(xiàn)于感謝場景（如母女贈送糕點）續(xù)寫方向：段落一：描寫騎行過程中的體力挑戰(zhàn)與策略調(diào)整（如交替領(lǐng)騎、利用鄉(xiāng)間小路縮短距離），穿插環(huán)境細(xì)節(jié)（如烈日、顛簸的石板路）與心理活動（如對失敗的擔(dān)憂），最終在碼頭沖刺時與船只幾乎同時抵達(dá)。段落二：聚焦歸還時刻——女孩母女驚喜擁抱主人公，母親用法語致謝并贈送一盒馬卡龍，女孩提到NBA球衣源自家鄉(xiāng)球隊，邀請他們未來去美國打球。結(jié)尾以夕陽下四人合影收束，呼應(yīng)“跨文化友誼”主題。提示語2：請基于以上分析和審題，為該讀后續(xù)寫試題生成一份評分標(biāo)準(zhǔn)，按照25分里的五個檔次，依次為第五檔（21-25分），第四檔（16-20分），第三檔（11-15分），第二檔（6-10分），第一檔（0-5分）。第五檔（21-25）第四檔（16-20）第三檔（11-15）第二檔（6-10）第一檔（0-5）主題意義深刻延續(xù)原“善意、冒險與跨文化聯(lián)結(jié)”主題，結(jié)局溫暖且富有象征性（如友誼象征、文化互動）。基本符合主題，但深度不足，結(jié)局略顯平淡。主題模糊（如過度強調(diào)冒險，忽略善意傳遞），結(jié)局倉促。偏離主題（如轉(zhuǎn)向無關(guān)情節(jié)），結(jié)局突兀。完全偏離主題（如編造奇幻情節(jié)）。人物關(guān)系主次人物互動自然（如協(xié)作騎行、母女感激），性格鮮明（Gabriel果敢，“我”謹(jǐn)慎）。人物互動較合理，但性格刻畫較模糊（如Gabriel僅推動情節(jié)）?；由玻ㄈ缒概幢磉_(dá)感激），人物功能化（如僅工具人）。人物關(guān)系混亂（如母女未出現(xiàn)），性格矛盾。人物關(guān)系錯誤（如Gabriel身份矛盾）。發(fā)展要素檔次第五檔（21-25）第四檔（16-20）第三檔（11-15）第二檔（6-10）第一檔（0-5）沖突危機追趕船只過程緊張合理（如抄近路、體力極限），化解方式巧妙（如精準(zhǔn)抵達(dá)碼頭）。追趕過程有波折，但缺乏細(xì)節(jié)支撐（如簡單描述“騎得很快”）。追趕過程簡單化（如直接抵達(dá)），缺乏矛盾升級。沖突未解決（如未追上船），或強行收尾。無沖突描寫或邏輯崩壞（如瞬移抵達(dá)）。

敘事節(jié)奏首段快節(jié)奏動作描寫（騎行細(xì)節(jié)、環(huán)境阻礙），次段舒緩聚焦情感（對話、象征細(xì)節(jié)）。節(jié)奏較連貫，但首段缺乏緊張感或次段情感單薄。節(jié)奏失衡（如首段冗長，次段跳躍）。節(jié)奏拖沓或跳躍，段落銜接斷裂。結(jié)構(gòu)混亂，無段落劃分。內(nèi)容回應(yīng)嚴(yán)格呼應(yīng)原文伏筆（船名、食物、NBA球衣），邏輯自洽（時間、速度計算合理）。部分呼應(yīng)原文（如提及船名），但細(xì)節(jié)遺漏（如未回收NBA元素）。少量呼應(yīng)原文，但邏輯漏洞明顯（如騎行速度遠(yuǎn)超現(xiàn)實）。與原文脫節(jié)（如船只消失），伏筆全無。與原文無關(guān)，細(xì)節(jié)全無。語言表達(dá)語言流暢生動，句式豐富，修辭恰當(dāng)（比喻、感官描寫），無語法錯誤。語言通順，偶有語法錯誤，句式較單一。語言平淡，語法錯誤較多，詞匯重復(fù)。語句不通順，語法錯誤頻繁，詞匯貧乏。語言支離破碎，嚴(yán)重影響理解。發(fā)展要素檔次提示語3：按照上述評分標(biāo)準(zhǔn)，請生成一篇續(xù)寫范文，充分考慮主題，人物，沖突，節(jié)奏，回應(yīng)等問題，詞匯語法符合高中生水平，詞數(shù)170左右。Paragraph1

Ithrewthebagovermyshoulder,andwesetoff.ThenarrowstreetsofTournusblurredpastaswepedaledfuriously.Gabrielledtheway,shoutingdirectionsoverhisshoulder—"Left!Cutthroughthevineyard!"Mylegsburned,andsweatdrippedintomyeyes,butIpushedharder.Theboat’sshadowloomedaheadontheSaoneRiver,yeteachbendintheroadfeltendless.Whenasteephillblockedourpath,Gabrielyelled,"Switchback!Go!"Wezigzaggedupward,wheelsskiddingongravel.BythetimewereachedMacon’swharf,theVoyageurwasjustdocking.Breathless,Iclutchedthebag—stilldry,stillsafe.Paragraph2

Thegirl’seyeslitupwithastonishmentwhilehermomclappedindelight.“Merci（謝謝）!You’reangels!”themotherexclaimed,heraccentwarm.Thegirlgrinned,pointingtoherT-shirt.“I’mfromChicago!DoyouwatchtheBulls?”Gabrielhigh-fivedher,panting,“Nexttime,teachmesomemoves!”Hermompressedaboxofpastriesintomyhands—goldenmadeleines（瑪?shù)律從忍瘘c）

glisteningwithsugar.Asthesundipped,wesatbytheriver,sharingstoriesandcrumbs.TheVoyageur’shornechoed,butthistime,itsoundedlikeafarewellsong—tokindness,tounexpectedfriends,andtosummersthatstitchtheworldcloser,onepedalstrokeatatime.*不建議直接發(fā)給學(xué)生，需在目標(biāo)可達(dá)成性基礎(chǔ)上進(jìn)行審核，分層對待！人機協(xié)同：生成多樣性情節(jié)示例目的：通過人機協(xié)同，共生續(xù)作內(nèi)容，解決寫作中容易出現(xiàn)情節(jié)過于聚焦或忽視原文線索及伏筆而產(chǎn)生情節(jié)進(jìn)展不當(dāng)?shù)膯栴}，為學(xué)生創(chuàng)造性寫作提供有益示范。提問輪次提示語示例1請在第一段騎行過程中適當(dāng)描寫我們到達(dá)目的地時的動作；適當(dāng)描寫船在Macon靠岸時女孩的神情。2減少第一段的直接對話，保留1-2句即可。3請在第一段中寫出節(jié)奏明快的句型。4請在第二段中寫出節(jié)奏舒緩的句型。5請以“跨文化友誼”為基調(diào)需通過一定的環(huán)境描寫，嘗試寫出不同的第二段（不許說教）。3.高效賦能作業(yè)任務(wù)，聚焦重點提升效果生成同類話題語篇，設(shè)計微型仿寫任務(wù)語境24：社會熱點問題betterpovertyforActuallytohelpindustriesmakingabutwillbeincreased**SamplePassagewithContextualVocabularyPractice(仿寫范文):**Inmodernsociety,environmentalprotectionhasbecome1.______(increasing)importantforglobaldevelopment.Asthereportindicates,manyregionsstillstrugglewithsevere2.______(pollute),suchasplasticwasteinoceans.Numerousreasonscontribute3.______thiscrisis.4.______(obvious),urgentactionsmustbetaken5.______(solve)theproblem.Firstandforemost,governmentsshouldinvestinrenewableenergy6.______(technology),whichcancreatejobopportunitiesforengineersandscientists,thereby7.______(reduce)relianceonfossilfuels.Additionally,stricterlawsshouldensureindustrieslimitharmfulemissionsandadopteco-friendlypractices.Ifcompaniesprioritizesustainability,theywillinnovatemoremethodstominimize8.______environmentaldamage,suchasrecyclingmaterials.Furthermore,individualsmustactresponsibly.Whiletheycanlearnfromexperts'advice,theyshouldnevertreatnaturalresources9.______endlesscommodities.Onlythroughcollectiveeffortscanecosystemsrecoverandairquality10.______(improve)significantly.---**說明：**1.短文結(jié)構(gòu)與難度與原題一致，適合高三學(xué)生練習(xí)語境詞匯和語法變形。2.黑體詞（括號內(nèi)詞匯）涵蓋形容詞、動詞、名詞變形及固定搭配（如contributeto），貼合原題設(shè)計。3.主題替換為環(huán)保問題，保持社會議題相關(guān)性，同時增加詞匯多樣性（如renewableenergy,ecosystems）。4.邏輯連接詞（Firstandforemost,Additionally,Furthermore）和復(fù)合句結(jié)構(gòu)強化篇章連貫性。betterpovertyforActuallytohelpindustriesmakingabutwillbeincreased(AI生成仿寫范文+人工審核):

Inmodernsociety,environmentalprotectionhasbecome1.increasingly(increasing)importantforglobaldevelopment.Asthereportindicates,manyregionsstillstrugglewithsevere2.pollution(pollute),suchasplasticwasteinoceans.Numerousreasonscontribute3.tothiscrisis.4.Obviously(obvious),urgentactionsmustbetaken5.tosolve(solve)theproblem.Firstandforemost,governmentsshouldinvestinrenewableenergy6.technologies(technology),whichcancreatejobopportunitiesforengineersandscientists,thus7.reducing(reduce)relianceonfossilfuels.Additionally,stricterlawsshouldensureindustrieslimitharmfulemissionsandadopteco-friendlypractices.Ifcompanies8.prioritize(prior)sustainability,theywillinnovatemoremethodstominimizetheenvironmentaldamage,suchasrecyclingmaterials.Furthermore,individualsmustactresponsibly.Whiletheycanlearnfromexperts'advice,theyshouldnevertreatnaturalresources9.asendlesscommodities.Onlythroughcollectiveeffortscanecosystemsrecoverandairquality10.beimproved(improve)significantly.請仔細(xì)閱讀這兩個語篇并找出表達(dá)相似意義的方式，并嘗試相互轉(zhuǎn)換改寫語篇。Inmodernsociety,environmentalprotectionhasbecomeincreasinglyimportantforglobaldevelopment.Asthereportindicates,manyregionsstillfacethechallengeofpollution,suchasplasticwasteinoceans.Numerousreasonsaccountforthiscrisis.Obviously,urgentactionsmustbetakentosolvetheproblem.Firstandforemost,governmentsshoulddevelopandencouragerenewabletechnologies,whichcanhelpemploymoreengineersandscientists,thusmakingpeopleliveindependentlyfromfossilfuels.Additionally,stricterlawsshouldensureindustrieslimitharmfulemissionsandadopteco-friendlypractices.Ifcompaniesprioritizesustainability,theywillseekmorewaystominimizetheenvironmentaldamage,suchasrecyclingmaterials.Furthermore,individualsmustactresponsibly.Whiletheycanlearnfromexperts'advice,theyshouldnevertakenaturalresourcesforgranted.Inthatcase,theecosystemswillrecoverandairqualitywillbeimprovedsignificantly.原文重點詞運用于AI生成的語篇：AI基于目標(biāo)語生成敘事性語篇，設(shè)計微型續(xù)寫任務(wù)思考：如何用不同的“說”來串聯(lián)幾個情境（不同的動作、神情、心理等），形成一個微故事。ADayofMixedEmotions（AI生成+人工審核）Paragraph1:Tomstoodbackstage,clutchinghisspeechnotes.Sonervouswashethathecouldnolongerutterasingleword.Mrs.Green,histeacher,murmuredgently,“Breathe,Tom.You’vegotthis.”Herwordscalmedhim.Inspired,Tom