資源簡介

(共33張PPT)
生成式人工智能在教學工作中的運用
理論依據
教師關注現代信息技術在英語教學應用領域中的發展和進步，學習和利用網絡提供的實時、個性化學習資源，為學生拓寬學習渠道，深化信息技術與英語課程的融合（教育部，2020：72）。
要將“互聯網+”融入教學理念、教學方法、教學模式中，深化信息技術與英語課程的融合，推動線上線下學習相結合（教育部，2022：52）。
人工智能與教學的結合
界線模糊化：技學結合一張皮
教材豐富化：資源拓展多渠道
學習高效化：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工作
上課
備課
命卷
批改
設計練習（作業）
引導（學生使用AI）
課內
課前或課后
生成式大模型在教學中的運用
1. 深解課時出口任務，以終為始優化設計
AI EDU（2023）: 只回答問題
Learning about a country through its history is important for several reasons:
1. **Understanding Identity**:
2. **Contextualizing Current Events**:
3. **Lessons from the Past**:
4. **Recognizing Patterns**:
5. **Fostering Empathy**:
6. **Civic Engagement**:
如何概念化信息
Deepseek-V3大模型(2025）: 閱讀文本后回答問題。
Understanding a country through its history is crucial because it reveals the roots of its identity, culture, and societal structures. The text highlights how the United Kingdom’s complex name and political structure—combining England, Wales, Scotland, and Northern Ireland—are direct results of centuries of historical events, such as unions, conquests, and independence movements. Without this historical context, terms like "Great Britain" or "the UK" remain confusing, and the diversity in education, legal systems, and traditions among its constituent nations would seem arbitrary. History explains why the Union Jack symbolizes unity while each country maintains distinct practices, such as separate football teams for international competitions.
Moreover, history illuminates how a nation’s language, architecture, and legal frameworks evolve. For instance, the text notes the Romans’ roads, Anglo-Saxons’ linguistic contributions, Viking place names, and Norman castles and legal reforms. These layers of influence show that modern culture is a tapestry woven by past civilizations. Visiting London’s Roman-era sites or Norman castles becomes more meaningful when one recognizes their historical significance, bridging the gap between the past and present.（基于文本）
Beyond the text, studying history fosters critical thinking and empathy. It helps us comprehend current global issues, such as regional tensions or cultural pride, by tracing their origins. For example, understanding the UK’s colonial past or Ireland’s partition adds depth to discussions about modern politics. History also teaches lessons from past mistakes, encouraging societies to avoid repeating them. Additionally, it promotes cross-cultural appreciation, as recognizing diverse historical influences—like French vocabulary in English—strengthens respect for multicultural identities. In essence, history is not just about dates and events; it is a lens through which we interpret identity, progress, and interconnectedness in an ever-evolving world.（高于文本）
教師再讀原文，以概念為引領，逆向設計教學活動，
并在綜合考量學生達成目標的情況下，設置遷移創新類問題，解決新情境下的真實問題。如：
How did you gain a deeper understanding of China through learning its history
2. 師生共筑智慧課堂，協同生成動態教學
與大模型多輪互動：讀后續寫評價和提示語示例
定標：
主題意義、人物關系、沖突危機、敘事節奏、內容回應、語言表達
提示語：多輪提問，動態生成評價標準和范文。
目的：依托情節發展6要素，通過多輪提問，生成可行性評分標準，進而形成方法論。
When we arrived in Tournus, Gabriel and I parked our bikes near the wharf and walked to the town square, starving after a 33-kilometer ride. We made it within one and a half hours, which is really something! We planned to get lunch and then bike back to Macon, a city on the Saone River where I was staying with Gabriel’s family for the summer.
It was market day, bustling with locals buying groceries and tourists hunting for souvenirs. We bought a long, thin loaf of bread called a baguette and some Brie, a soft cheese I'm obsessed with. It tastes awesome with the crispy crust of the baguette. While eating, I noticed a girl in a USA Basketball T-shirt smiling at us. Basketball is popular in France too. You can even watch NBA games on TV. The girl stopped to buy cookies with someone that I guessed was her mom because they looked so much alike. We later saw her and her mom by the river, enjoying pastries（糕點） on a bench near a riverboat named Voyageur, which had docked earlier. Then they boarded the boat. As it was preparing to leave, I spotted a colorful shopping bag on the bench. The girl had left it! Gabriel and I called out to her in French and English, waving the bag. When the girl noticed us, she was surprised but disappointed as the boat began to leave. Gabriel suggested throwing it to her, but I feared it would fall into the river. We had to find another way !
Running alongside the boat, Gabriel learned from a sailor that the next stop was Macon-our destination as well. It would take the boat just under two hours at a speed of 12 knots. Gabriel searched on the phone about the speed. “That’s 22 kilometers-or 14miles-per hour,” he said. “Do you think we can keep up ” I asked. With a laugh, he replied, “We’re about to find out!”
Paragraph 1: I threw the bag over my shoulder, and we set off.
Paragraph2: The girl‘s eyes lit up with astonishment while her mom clapped in delight.（常山一中2025屆2月）
提示語1：請對文本中的讀后續寫試題從主題意義、人物關系、沖突危機、敘事節奏、內容回應等方面結合閱讀文本和續寫部分的兩句段首語，對試題進行全面分析。
發展要素 提示語1后的生成內容
主題意義 故事圍繞善意、冒險精神與跨文化聯結展開。核心是通過歸還遺失物品的契機，展現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。續寫需延續這一主題，突出解決問題的智慧與善舉帶來的溫暖結局，并通過歸還場景深化文化互動（如美國女孩的NBA元素與法國小鎮風情）。
人物關系 “我”與Gabriel：默契的伙伴關系，性格互補（“我”謹慎，Gabriel果敢）。續寫需體現兩人的協作，如分工騎行、互相鼓勵。
美國母女：作為受助者，需通過反應（如驚訝、感激）強化跨文化善意傳遞，可加入簡短對話體現情感聯結。
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。
敘事節奏 第一段（“我背起包，我們出發了”）：快節奏動作描寫，突出騎行細節（如踩踏頻率、汗流浹背）、環境阻礙（如陡坡、逆風）及時間緊迫感（如頻繁看表）。
第二段（“女孩驚訝，母親鼓掌”）：放緩節奏，聚焦歸還瞬間的溫情場景，輔以對話或象征性細節（如交換聯系方式、分享食物）。
內容回應 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，可設計抄近路縮短距離）。
細節呼應：提及“Voyageur號”靠岸細節，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于感謝場景（如母女贈送糕點）
續寫方向：
段落一：
描寫騎行過程中的體力挑戰與策略調整（如交替領騎、利用鄉間小路縮短距離），穿插環境細節（如烈日、顛簸的石板路）與心理活動（如對失敗的擔憂），最終在碼頭沖刺時與船只幾乎同時抵達。
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球衣源自家鄉球隊，邀請他們未來去美國打球。結尾以夕陽下四人合影收束，呼應“跨文化友誼”主題。
提示語2：請基于以上分析和審題，為該讀后續寫試題生成一份評分標準，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 深刻延續原“善意、冒險與跨文化聯結”主題，結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，結局略顯平淡。 主題模糊（如過度強調冒險，忽略善意傳遞），結局倉促。 偏離主題（如轉向無關情節），結局突兀。 完全偏離主題（如編造奇幻情節）。
人物關系 主次人物互動自然（如協作騎行、母女感激），性格鮮明（Gabriel果敢，“我”謹慎）。 人物互動較合理，但性格刻畫較模糊（如Gabriel僅推動情節）。 互動生硬（如母女未表達感激），人物功能化（如僅工具人）。 人物關系混亂（如母女未出現），性格矛盾。 人物關系錯誤（如Gabriel身份矛盾）。
發展要素
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（如精準抵達碼頭）。 追趕過程有波折，但缺乏細節支撐（如簡單描述“騎得很快”）。 追趕過程簡單化（如直接抵達），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）。
敘事節奏 首段快節奏動作描寫（騎行細節、環境阻礙），次段舒緩聚焦情感（對話、象征細節）。 節奏較連貫，但首段缺乏緊張感或次段情感單薄。 節奏失衡（如首段冗長，次段跳躍）。 節奏拖沓或跳躍，段落銜接斷裂。 結構混亂，無段落劃分。
內容回應 嚴格呼應原文伏筆（船名、食物、NBA球衣），邏輯自洽（時間、速度計算合理）。 部分呼應原文（如提及船名），但細節遺漏（如未回收NBA元素）。 少量呼應原文，但邏輯漏洞明顯（如騎行速度遠超現實）。 與原文脫節（如船只消失），伏筆全無。 與原文無關，細節全無。
語言表達 語言流暢生動，句式豐富，修辭恰當（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。 語句不通順，語法錯誤頻繁，詞匯貧乏。 語言支離破碎，嚴重影響理解。
發展要素
檔次
提示語3：按照上述評分標準，請生成一篇續寫范文，充分考慮主題，人物，沖突，節奏，回應等問題，詞匯語法符合高中生水平，詞數170左右。
Paragraph 1
I threw the bag over my shoulder, and we set off. The narrow streets of Tournus blurred past as we pedaled furiously. Gabriel led the way, shouting directions over his shoulder—"Left! Cut through the vineyard!" My legs burned, and sweat dripped into my eyes, but I pushed harder. The boat’s shadow loomed ahead on the Saone River, yet each bend in the road felt endless. When a steep hill blocked our path, Gabriel yelled, "Switchback! Go!" We zigzagged upward, wheels skidding on gravel. By the time we reached Macon’s wharf, the Voyageur was just docking. Breathless, I clutched the bag—still dry, still safe.
Paragraph 2
The girl’s eyes lit up with astonishment while her mom clapped in delight. “Merci（謝謝）! You’re angels!” the mother exclaimed, her accent warm. The girl grinned, pointing to her T-shirt. “I’m from Chicago! Do you watch the Bulls ” Gabriel high-fived her, panting, “Next time, teach me some moves!” Her mom pressed a box of pastries into my hands—golden madeleines（瑪德蓮娜甜點） glistening with sugar. As the sun dipped, we sat by the river, sharing stories and crumbs. The Voyageur’s horn echoed, but this time, it sounded like a farewell song—to kindness, to unexpected friends, and to summers that stitch the world closer, one pedal stroke at a time.
*不建議直接發給學生，需在目標可達成性基礎上進行審核，分層對待！
人機協同：生成多樣性情節示例
目的：通過人機協同，共生續作內容，解決寫作中容易出現情節過于聚焦或忽視原文線索及伏筆而產生情節進展不當的問題，為學生創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描寫我們到達目的地時的動作；適當描寫船在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奏明快的句型。
4 請在第二段中寫出節奏舒緩的句型。
5 請以“跨文化友誼”為基調需通過一定的環境描寫，嘗試寫出不同的第二段（不許說教）。
3. 高效賦能作業任務，聚焦重點提升效果
生成同類話題語篇，設計微型仿寫任務
語境24：社會熱點問題
better
poverty
for
Actually
to help
industries
making
a
but
will be increased
**Sample Passage with Contextual Vocabulary Practice (仿寫范文):
**In modern society, environmental protection has become 1. ______ (increasing) important for global development. As the report indicates, many regions still struggle with severe 2. ______ (pollute), such as plastic waste in oceans. Numerous reasons contribute 3. ______ this crisis. 4. ______ (obvious), urgent actions must be taken 5. ______ (solve) the problem. First and foremost, governments should invest in renewable energy 6. ______ (technology), which can create job opportunities for engineers and scientists, thereby 7. ______ (reduce) reliance on fossil fuels. Additionally, stricter laws should ensure industries limit harmful emissions and adopt eco-friendly practices. If companies prioritize sustainability, they will innovate more methods to minimize 8. ______ environmental damage, such as recycling materials. Furthermore, individuals must act responsibly. While they can learn from experts' advice, they should never treat natural resources 9. ______ endless commodities. Only through collective efforts can ecosystems recover and air quality 10. ______ (improve) significantly. ---**說明：** 1. 短文結構與難度與原題一致，適合高三學生練習語境詞匯和語法變形。 2. 黑體詞（括號內詞匯）涵蓋形容詞、動詞、名詞變形及固定搭配（如contribute to），貼合原題設計。 3. 主題替換為環保問題，保持社會議題相關性，同時增加詞匯多樣性（如renewable energy, ecosystems）。 4. 邏輯連接詞（First and foremost, Additionally, Furthermore）和復合句結構強化篇章連貫性。
better
poverty
for
Actually
to help
industries
making
a
but
will be increased
(AI生成仿寫范文+人工審核):
In modern society, environmental protection has become 1. increasingly (increasing) important for global development. As the report indicates, many regions still struggle with severe 2. pollution (pollute), such as plastic waste in oceans. Numerous reasons contribute 3. to this crisis. 4. Obviously (obvious), urgent actions must be taken 5. to solve (solve) the problem. First and foremost, governments should invest in renewable energy 6. technologies (technology), which can create job opportunities for engineers and scientists, thus 7. reducing (reduce) reliance on fossil fuels. Additionally, stricter laws should ensure industries limit harmful emissions and adopt eco-friendly practices. If companies 8. prioritize (prior) sustainability, they will innovate more methods to minimize the environmental damage, such as recycling materials. Furthermore, individuals must act responsibly. While they can learn from experts' advice, they should never treat natural resources 9. as endless commodities. Only through collective efforts can ecosystems recover and air quality 10. be improved (improve) significantly.
請仔細閱讀這兩個語篇并找出表達相似意義的方式，并嘗試相互轉換改寫語篇。
In modern society, environmental protection has become increasingly important for global development. As the report indicates, many regions still face the challenge of pollution, such as plastic waste in oceans. Numerous reasons account for this crisis. Obviously, urgent actions must be taken to solve the problem. First and foremost, governments should develop and encourage renewable technologies, which can help employ more engineers and scientists, thus making people live independently from fossil fuels. Additionally, stricter laws should ensure industries limit harmful emissions and adopt eco-friendly practices. If companies prioritize sustainability, they will seek more ways to minimize the environmental damage, such as recycling materials. Furthermore, individuals must act responsibly. While they can learn from experts' advice, they should never take natural resources for granted. In that case, the ecosystems will recover and air quality will be improved significantly.
原文重點詞運用于AI生成的語篇：
AI基于目標語生成敘事性語篇，設計微型續寫任務
思考：如何用不同的“說”來串聯幾個情境（不同的動作、神情、心理等），形成一個微故事。
A Day of Mixed Emotions（AI生成+人工審核）
Paragraph1: Tom stood backstage, clutching his speech notes. So nervous was he that he could no longer utter a single word. Mrs. Green, his teacher, murmured gently, “Breathe, Tom. You’ve got this.” Her words calmed him. Inspired, Tom delivered his speech fluently and flawlessly.
Paragraph2: Afterward, his friend Lily ran up to him, exclaiming in delight, “You were amazing!” Tom grinned but then realized he was late for his sister’s piano recital（獨奏會）. He whispered a hurried goodbye and dashed off.
Paragraph3: When he arrived, the piano recital was over. Mia, his sister, glared at him. Having realized his fault, Tom lowered his head and mumbled an apology. Mia sighed but eventually smiled, handing him a cake. It was a day Tom would never forget—a day of anxiety, success, guilt, and forgiveness.
以終為始進行練習設計如下：
A Day of Mixed Emotions
Paragraph1:Tom stood backstage, clutching his speech notes. So nervous was he that he could no longer _____________________. Mrs. Green, his teacher, ….
Paragraph2: Afterward, his friend Lily ran up to him,_______________….
Paragraph3: When he arrived, the piano recital (鋼琴獨奏會) was over. Mia, his sister, glared at him….
用方框內短語的正確形式續寫下面3個連貫的情節，適當添加細節(每段詞數不做要求)。
utter a single word
murmur gently
exclaim in delight
whisper a hurried goodbye
mumble an apology
exclaiming in delight
4. 智能診斷輔助思考，提升教師命題能力
優化生成題干
評判性地看待試題的科學性
不難看出，其實在解釋的過程中ds也犯難了。當遇到上面這些字眼時，作為命卷教師要慎重對待。
5. 實時檢測輔助潤色，提升主動學習能力
具體告知人工智能從哪些方面進行審題
應用文：主題、內容、銜接、語言等
讀后續寫：主題、人物、沖突、節奏、回應、語言等
告知人工智能從以上方面制定評分標準（5檔）
輸入學生作文文檔，告知人工智能進行打分，并作出簡要分析
分享設計提示詞（prompts）的一點心得
A ccurate
C lear
C oncise
E ffectively-guiding
S pecific
S tructured

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