生成式人工智能在ISEC口语教学中的实践研究

摘要

本研究在ISEC（本科学术互认课程）项目非英语专业口语教学中开展为期16周的AIGC辅助口语教学实验。研究采用量化数据与质性分析相结合的方法，对比实验组（AIGC辅助教学）与对照组（传统课堂教学）的学习成效。研究结果显示，实验组口语流利度提高（p<0.05），跨文化交际意识明显增强；但在句法准确度、思辨创新能力方面两组差异不显著。研究表明，AIGC可辅助提高学生口语流利度与文化感知力，但高阶思维能力的培养仍有所欠缺。研究为英语口语教学提供了新的发展路径。

Abstract

In this study, a 16-week AIGC-assisted oral English teaching experiment was carried out in the oral English teaching of non-English majors in the ISEC ( undergraduate academic mutual recognition course ) project. The research adopts the method of combining quantitative data and qualitative analysis to compare the learning effect of the experimental group ( AIGC assisted teaching ) and the control group ( traditional classroom teaching ). The results showed that the oral fluency of the experimental group was improved ( p < 0.05 ), and the awareness of cross-cultural communication was significantly enhanced. However, there was no significant difference between the two groups in syntactic accuracy and speculative innovation ability. Studies have shown that AIGC can help improve students ' oral fluency and cultural perception, but the cultivation of higher-order thinking ability is still lacking. The research provides a new development path for oral English teaching.

参考文献