AI 赋能日语写作课程的教学改革初探

A Preliminary Study on the Teaching Reform of AI-Enabled Japanese Writing Courses

Based on the OBE (Outcome-Based Education) concept and combined with the “teacher-student-machine” ternary interactive teaching model, this study explores the application and innovation of AI technology in Japanese writing teaching, aiming to address issues such as students’weak logical thinking and single teaching methods in traditional Japanese writing instruction. By integrating the AI teaching assistant functions of the Chaoxing Learning Platform, a virtual-real integrated teaching environment was constructed, optimizing the entire process of pre-class knowledge accumulation, in-class interactive discussion, and after-class personalized tutoring. According to students’classroom feedback and teachers’teaching reflection records, AI empowerment has improved students’writing efficiency, but challenges remain in command setting, information screening, and over-reliance. Teaching reflections indicate that stratified teaching should be designed and teachers’AI application capabilities should be enhanced, emphasizing that AI teaching assistants should serve as auxiliary tools with students’autonomous learning at the core. Through a scientific human-machine collaboration model, critical thinking and innovative thinking abilities can be cultivated.

本研究基于OBE 教育理念，结合“师-生-机”三元交互教学模式，探讨了AI 技术在日语写作教学中的应用与创新，旨在解决传统日语写作教学中学生逻辑思维薄弱、教学方式单一等问题。通过整合超星学习通平台的AI 助教功能，构建了虚实融合的教学环境，优化了课前知识储备、课中互动讨论和课后个性化辅导的全流程。通过学生的课堂反馈和教师的教学反思记录得出AI 赋能提升了学生的写作效率，但在指令设定、信息甄别和过度依赖等方面仍存在挑战。教学反思中可以看出应该设计分层教学和提升教师AI 应用能力，强调AI 助教应作为辅助工具，以学生自主学习为核心，通过科学的人机协同模式，培养思辨能力与创新思维能力。