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

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同》為課題，帶領學生穿梭印度家庭紐帶與法國藝術隱喻之間。通過Canva、DouBao等智能工具，學生在虛擬環(huán)保廣告創(chuàng)作中實現(xiàn)AI本土化表達，更在高階辯論中達成共識：技術是鏡像，文化真諦在于人文價值錨點。

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)設校園文化節(jié)主持情境，借助BoardMix平臺構(gòu)建"解析-應用-傳播"認知閉環(huán)。學生在AI輔助下解碼中西方節(jié)日文本，動態(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"，實現(xiàn)從語言學習到文化傳播的躍升。

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

甘云霞老師點贊課堂"三維目標貫穿始終"，特別肯定實時評價系統(tǒng)帶來的教學突破，同時提出建設性思考："需警惕AI指導深度不足導致的文化表象化風險"。韓紅吉老師從留學生培養(yǎng)視角切入，指出課程成功培育了"多元文化思維"這一海外求學核心素養(yǎng)，并拋出關鍵議題："如何培養(yǎng)學生評估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

Expert Guidance

謝忠平教研員對本次活動給予高度評價，他特別強調(diào)活動中重點研討的"AI技術與課堂教學融合"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，還應秉持清醒認知，讓技術服務于人的成長需求而非替代人的主體地位，在智慧化教學的浪潮中始終錨定"培養(yǎng)完整的人"這一根本價值坐標。他同時指出，教學碎片化"現(xiàn)象作為當前教育領域亟待關注的重點議題，集中體現(xiàn)在知識體系割裂化、學習路徑零散化、教學場景碎片化等維度，是老師們在教學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"個性適配"的課堂轉(zhuǎn)型，印證AI技術如何讓因材施教真正落地，同時實現(xiàn)了三大突破：其一，智能工具鏈實現(xiàn)"千人千面"學習支持;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)動精準教學決策。

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、教學相長

Teaching and Learning in Harmony

孫藝航老師反思技術應用邊界："多媒體增強生動性，但師生對話的溫度不可替代";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教材育人價值的理解。

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.

英語學科借助這次教研活動，號召全組老師開展“AI技術支持下的課堂教學轉(zhuǎn)變”。在課堂中探索賦能課堂轉(zhuǎn)變的各種技術，掀起了英語學習智能技術的熱潮。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“多維對話”，既保留傳統(tǒng)寫作的深度思考，又融入數(shù)字時代的互動基因，為語言學習注入新活力。張俊老師在希沃和mentimeter 雙平臺實現(xiàn)媒體呈現(xiàn)，通過“互動-反饋-調(diào)整”循環(huán)，將英語課堂轉(zhuǎn)變?yōu)閯討B(tài)語言實驗室, 大大激發(fā)了學生的學習熱情。

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

本次教研活動不僅是技術賦能的嘗試，更是對"以學為中心"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，研以致遠"理念，在數(shù)智化浪潮中守護教育本質(zhì)，培育兼具文化自覺與全球勝任力的新時代人才。

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.

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