AI辅助英语教学在中学阶段应用的研究综述
DOI:
https://doi.org/10.70693/cjst.v2i3.2030Keywords:
人工智能；AI辅助教学；中学英语；外语教育；文献综述Abstract
人工智能（AI）技术的迅速发展正在深刻影响教育领域的教学理念、学习方式与评价机制。AI辅助英语教学因能够提供即时反馈、个性化支持和多模态学习资源，逐渐成为外语教育研究的重要议题。本文以2014-2025年国内外相关文献为主体，并结合计算机辅助语言学习（CALL）、自动写作评价（AWE）和个性化学习研究中的代表性成果，对AI技术在中学英语教学中的应用进行叙述性综述。文章重点梳理了AI在口语与发音训练、阅读与词汇学习、写作辅助与反馈、个性化学习、课堂互动与智能测评等方面的应用现状，比较了国内外研究在研究取向、方法设计、理论基础和伦理关注方面的差异，并分析了当前实践中存在的技术适配性不足、教师数字素养参差不齐、情感交互有限、评价体系不完善以及数据伦理风险等问题。研究认为，AI辅助英语教学在中学阶段具有较高应用潜力，但其有效落地不能简单依赖工具引入，而应建立在人机协同、课程适配、教师专业发展和数据治理共同推进的基础之上。
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