生成式人工智能赋能产出导向法的高中英语读后续写教学设计一-以2025年“广东二模”真题为例
Instructional Design of Continuation Writing in Senior High School EnglishEnabled by Generative AI Under the Production-Oriented Approach - A CaseStudy of the 2025 Guangdong Second Mock Examination
作者:陈立(1.东莞市第一中学，广东东莞523000)
[摘要]:读后续写作为高考英语写作的核心新题型，深度融合了阅读理解与书面表达的核心能力，既要求学生精准捕捉原文语篇的叙事线索、人物形象与情感基调，又需在遵循原文逻辑的基础上完成创造性写作输出，是考查学生语言综合运用能力、思维质量与创新素养的重要载体。而产出导向法以“驱动、促成、评价”为核心环节，构建了兼顾输入与输出的外语教学模式，有效破解了传统读写教学脱节的难题，为读后续写教学的系统化、高效化开展提供了坚实的理论框架与可操作的实践路径。本文以2025年“广东二模”英语读后续写真题为教学载体，依托生成式人工智能的实时反馈、精准诊断与个性化支架搭建优势，探析产出导向法在高中英语读后续写教学中的应用路径，通过重构人机协同教学场景、诊断学生续写逻辑漏洞与语言短板、搭建分层教学支架、实施多元评价体系，优化教学全流程，提升读后续写教学的实效性、针对性与创新性，为高中英语写作教学改革提供实践参考。
[关键词]: 生成式人工智能;产出导向法;高中英语;读后续写;教学设计
[Abstract]: As a core new writing task in the National College Entrance Examination (Gaokao) English,continuation writing deeply integrates the core competencies of reading comprehension and writtenexpression. It requires students to accurately capture the narrative clues, character images andemotional tone of the original text, and complete creative writing output on the premise of followingthe original logic. It serves as an important carrier for assessing students' comprehensive languageapplication ability, thinking quality and innovative literacy. The Production-Oriented Approach (POA),with "motivation, facilitation and assessment" as its core links, constructs a foreign language teachingmodel that balances input and output. It effectively addresses the disconnection between reading and writing in traditional teaching, providing a solid theoretical framework and operable practical path forthe systematic and efficient implementation of continuation writing teaching. Taking the continuationwriting task in the 2025 Guangdong Second Mock Examination English test as the teaching carrier,this paper, relying on the advantages of generative AI in instant feedback, precise diagnosis andpersonalized scaffolding construction, explores the application path of the Production-OrientedApproach in senior high school English continuation writing teaching. By reconstructinghuman-machine collaborative teaching scenarios, diagnosing students' logical loopholes and languageshortcomings in continuation writing, building hierarchical teaching scaffolds, and implementing adiversified evaluation system, this study optimizes the entire teaching process, improves theeffectiveness, pertinence and innovation of continuation writing teaching, and thus provides practicalreferences for the reform of senior high school English writing teaching.
[Key Words]: Generative Artificial Intelligence; Production-Oriented Approach (POA); Senior HighSchool English; Continuation Writing; Instructional Design
[原文下載][Download PDF]
