AI 中学中文教学中的应用研究——以春武里男子中学为例

Abstract

本文以泰国春武里男子中学初一年级 10 个中文平行班约 400 名学生为研究对象，采用准 实验研究、问卷调查、访谈及 AI 平台学习数据分析等方法，探讨 AI 在中学中文课堂中的应用 效果。其中，实验组 5 个班约 200 人，采用 AI 支持的“1+2+1 智能课堂结构”开展教学；对 照组 5 个班约 200 人，采用传统教学方式。研究将 ChatGPT、AI Chinese Road 和 Gemini 分别 应用于课前准备、课堂实施与课后反馈三个阶段。研究结果显示，实验组学生学习成绩由前测 平均成绩 10.01 提高至后测 10.67，配对样本 t 检验结果达到统计显著水平（t=-3.709， p <0.01）。问卷与访谈结果表明，AI 有助于促进课堂互动、增加语言练习机会并提高学习反 馈的及时性。研究进一步发现，教师的技术运用能力、教学设计能力及学生理解能力会影响 AI 教学应用效果。本文从泰国中学中文课堂真实教学情境出发，对 AI 支持下的课堂教学实践 进行了探索，可为国际中文教育领域 AI 技术的合理应用提供参考。

This study explored the application of Artificial Intelligence (AI) in secondary school Chinese language teaching at Chonradsadornumrung School, Thailand. Approximately 400 Grade 7 students from 10 Chinese classes participated in the study. A mixed-methods approach, including a quasiexperimental design, questionnaires, interviews, and AI learning platform data analysis, was employed. The experimental group received instruction through the AI-supported “1+2+1 Smart Classroom Structure,” while the control group received traditional instruction. ChatGPT, AI Chinese Road, and Gemini were integrated into the pre-class, in-class, and post-class stages, respectively. Results showed that the experimental group’s mean score increased from 10.01 to 10.67, with a statistically significant difference (t = -3.709, p < 0.01). Questionnaire and interview findings indicated that AI enhanced classroom interaction, language practice opportunities, and learning feedback. The study provides practical implications for integrating AI into secondary school Chinese language teaching