3月，春意款款，美日高中英語組開展了一系列以"AI技術(shù)賦能跨文化交際能力培養(yǎng)"為主題的創(chuàng)新教研活動(dòng)。浦東新區(qū)教師發(fā)展研究院特級(jí)教師謝忠平親臨指導(dǎo)，與英語組教師共同探索數(shù)智時(shí)代語言教學(xué)新范式。

In March, the English Group of American-Japanese High School held an innovative teaching and research event themed "AI Technology Empowers Cross-Cultural Communication Competence Development". Mr. Xie Zhongping, a distinguished teacher from the Pudong Teacher Development Institute, provided on-site guidance, collaborating with English teachers to explore new paradigms of language teaching in the era of digital intelligence.

01、課堂直擊

Classroom Highlights

文化解碼者

Cultural Decoder

孫藝航老師以《廣告策略中的文化認(rèn)同》為課題，帶領(lǐng)學(xué)生穿梭印度家庭紐帶與法國藝術(shù)隱喻之間。通過Canva、DouBao等智能工具，學(xué)生在虛擬環(huán)保廣告創(chuàng)作中實(shí)現(xiàn)AI本土化表達(dá)，更在高階辯論中達(dá)成共識(shí)：技術(shù)是鏡像，文化真諦在于人文價(jià)值錨點(diǎn)。

Focusing on Cultural Identity in Advertising Strategies, Sun Yihang guided students to navigate between Indian familial bonds and French artistic metaphors. Utilizing AI tools like Canva and DouBao, students created virtual eco-friendly advertisements that localized AI expressions. A high-level debate concluded with a consensus: technology acts as a mirror, while cultural authenticity lies in humanistic values.

文化傳播官

Cultural Communicator

朱海雯老師創(chuàng)設(shè)校園文化節(jié)主持情境，借助BoardMix平臺(tái)構(gòu)建"解析-應(yīng)用-傳播"認(rèn)知閉環(huán)。學(xué)生在AI輔助下解碼中西方節(jié)日文本，動(dòng)態(tài)展示跨文化演講框架，最終在文化思辨中形成"傳統(tǒng)節(jié)日演變圖譜"，實(shí)現(xiàn)從語言學(xué)習(xí)到文化傳播的躍升。

Zhu Haiwen designed a campus cultural festival hosting scenario, leveraging the BoardMix platform to build a "Decode-Apply-Disseminate" cognitive cycle. With AI assistance, students decoded Sino-Western festival texts, dynamically presented cross-cultural speech frameworks, and ultimately constructed a "Traditional Festival Evolution Map" through cultural reflection. This process elevated learning from linguistic acquisition to cultural dissemination.

02、思維碰撞

Intellectual Exchange

甘云霞老師點(diǎn)贊課堂"三維目標(biāo)貫穿始終"，特別肯定實(shí)時(shí)評(píng)價(jià)系統(tǒng)帶來的教學(xué)突破，同時(shí)提出建設(shè)性思考："需警惕AI指導(dǎo)深度不足導(dǎo)致的文化表象化風(fēng)險(xiǎn)"。韓紅吉老師從留學(xué)生培養(yǎng)視角切入，指出課程成功培育了"多元文化思維"這一海外求學(xué)核心素養(yǎng)，并拋出關(guān)鍵議題："如何培養(yǎng)學(xué)生評(píng)估AI生成內(nèi)容的批判性思維?"

Gan Yunxia praised the class for its"consistent alignment with three-dimensional learning objectives," specifically commending the pedagogical breakthroughs enabled by the real-time evaluation system. She constructively highlighted a concern: "We must guard against the risk of superficial cultural understanding caused by insufficient depth in AI guidance."

From the perspective of international student preparation, Han Hongji noted the course's success in nurturing a "multicultural mindset"—a core competency for overseas studies. She posed a critical question: "How can we cultivate students' critical thinking to evaluate AI-generated content?"

03、專家引領(lǐng)

Expert Guidance

謝忠平教研員對(duì)本次活動(dòng)給予高度評(píng)價(jià)，他特別強(qiáng)調(diào)活動(dòng)中重點(diǎn)研討的"AI技術(shù)與課堂教學(xué)融合"及"跨文化理解能力培養(yǎng)"兩大課題極具教育前瞻性。 謝老師說：教育者在擁抱科技賦能課堂的無限可能時(shí)，還應(yīng)秉持清醒認(rèn)知，讓技術(shù)服務(wù)于人的成長需求而非替代人的主體地位，在智慧化教學(xué)的浪潮中始終錨定"培養(yǎng)完整的人"這一根本價(jià)值坐標(biāo)。他同時(shí)指出，教學(xué)碎片化"現(xiàn)象作為當(dāng)前教育領(lǐng)域亟待關(guān)注的重點(diǎn)議題，集中體現(xiàn)在知識(shí)體系割裂化、學(xué)習(xí)路徑零散化、教學(xué)場(chǎng)景碎片化等維度，是老師們?cè)诮虒W(xué)中需要注意和警惕的。

Mr. Xie Zhongping spoke highly of the event, emphasizing that the two key topics—"integration of AI technology with classroom instruction" and "cultivation of cross-cultural understanding competencies"—demonstrated profound educational foresight. Mr. Xie stated: "While embracing the boundless possibilities of technology-enhanced classrooms, educators must maintain a clear-headed awareness, ensuring technology serves human growth needs rather than replacing human agency. Amid the wave of smart education, we must always anchor ourselves to the fundamental value of 'nurturing complete individuals.'" He further highlighted "teaching fragmentation" as a critical issue demanding attention in current education, manifested in dimensions such as disjointed knowledge systems, scattered learning pathways, and fragmented teaching scenarios—areas teachers must remain mindful and vigilant about.

04、數(shù)智賦能

Digital Intelligence Empowerment

兩堂課共同演繹了從"統(tǒng)一供給"到"個(gè)性適配"的課堂轉(zhuǎn)型，印證AI技術(shù)如何讓因材施教真正落地，同時(shí)實(shí)現(xiàn)了三大突破：其一，智能工具鏈實(shí)現(xiàn)"千人千面"學(xué)習(xí)支持;其二，掃碼反饋系統(tǒng)突破傳統(tǒng)課堂邊界;其三，過程性數(shù)據(jù)畫像驅(qū)動(dòng)精準(zhǔn)教學(xué)決策。

The two classes collectively demonstrated a classroom transformation from "uniform delivery" to "personalized adaptation," showcasing how AI technology truly enables tailored teaching. Simultaneously, three major breakthroughs were achieved:

1. Intelligent tools provided "customized learning support for each individual."

2. A QR code feedback system transcended traditional classroom boundaries.

3. Process data profiling drove precise instructional decision-making.

05、教學(xué)相長

Teaching and Learning in Harmony

孫藝航老師反思技術(shù)應(yīng)用邊界："多媒體增強(qiáng)生動(dòng)性，但師生對(duì)話的溫度不可替代";朱海雯老師坦言公開課是"師生共生的成長之旅"，在十余次教案迭代中深化對(duì)教材育人價(jià)值的理解。

Teacher Sun Yihang reflected on the boundaries of technology application: "Multimedia enhances engagement, but the warmth of teacher-student dialogue remains irreplaceable." Teacher Zhu Haiwen described the public class as "a journey of growth through teacher-student collaboration," deepening her understanding of the educational value of textbooks through over ten iterations of lesson planning.

英語學(xué)科借助這次教研活動(dòng)，號(hào)召全組老師開展“AI技術(shù)支持下的課堂教學(xué)轉(zhuǎn)變”。在課堂中探索賦能課堂轉(zhuǎn)變的各種技術(shù)，掀起了英語學(xué)習(xí)智能技術(shù)的熱潮。韓紅吉老師在課堂中使用padlet，英語作文展示從“單向輸出”轉(zhuǎn)向“多維對(duì)話”，既保留傳統(tǒng)寫作的深度思考，又融入數(shù)字時(shí)代的互動(dòng)基因，為語言學(xué)習(xí)注入新活力。張俊老師在希沃和mentimeter 雙平臺(tái)實(shí)現(xiàn)媒體呈現(xiàn)，通過“互動(dòng)-反饋-調(diào)整”循環(huán)，將英語課堂轉(zhuǎn)變?yōu)閯?dòng)態(tài)語言實(shí)驗(yàn)室, 大大激發(fā)了學(xué)生的學(xué)習(xí)熱情。

The English Group leveraged this teaching and research initiative to call on all teachers to explore "AI-empowered classroom transformation." By investigating various technologies that enhance classroom dynamics, it has ignited a wave of enthusiasm for intelligent technologies in English learning. Han Hongji utilized Padlet to transform English essay presentations from "one-way output" to "multidimensional dialogue," preserving the depth of traditional writing while integrating digital-age interactivity, injecting new vitality into language learning. Zhang Jun implemented dual platforms of Seewo and Mentimeter for media presentation, creating a dynamic language laboratory through the "interaction-feedback-adjustment" cycle, which significantly stimulated students' learning enthusiasm.

06、未來展望

Future Vision

本次教研活動(dòng)不僅是技術(shù)賦能的嘗試，更是對(duì)"以學(xué)為中心"課堂樣態(tài)的深度探索。美日高中英語組將持續(xù)踐行"教以共進(jìn)，研以致遠(yuǎn)"理念，在數(shù)智化浪潮中守護(hù)教育本質(zhì)，培育兼具文化自覺與全球勝任力的新時(shí)代人才。

This teaching and research activity was not merely an experiment in technology empowerment but a profound exploration of "student-centered" classroom models. The English Group of American-Japanese High School will continue to practice the philosophy of "Advancing through Teaching, Exploring through Research," upholding the essence of education amid the wave of digital intelligence to cultivate a new generation of talents with both cultural awareness and global competence.

溫馨提示:國際化學(xué)校,想了解更多學(xué)校信息及招生考試情況,歡迎電話預(yù)約咨詢:400-9609-559或點(diǎn)擊【預(yù)約看校】咨詢!