Practical Exploration of Creative Writing Teaching in Junior High School Chinese Based on Generative Artificial Intelligence

Abstract

The rise of generative artificial Intelligence (AIGC) technology has brought revolutionary opportunities to the teaching of creative writing in Chinese. This paper conducts research based on constructivist learning theory, maker education concepts, and process writing models, comprehensively exploring the practical approaches of AIGC in the teaching of creative writing in junior high school Chinese. This article, in accordance with the relevant requirements of the "Compulsory Education Chinese Curriculum Standards (2022 Edition)", constructs a practical framework of "goal upgrading and four-stage teaching", and illustrates the application strategies of AIGC in the four stages of situational stimulation, intelligent collision, collaborative creation, and reflective improvement through specific teaching cases. AIGC has the ability to effectively address the three major pain points in traditional writing teaching: "scarcity of materials", "rigid thinking", and "sluggish evaluation", significantly enhancing students' interest in writing and their creative expression skills. At the same time, it advocates the establishment of a "human-machine collaboration" ethical framework to prevent the risks of technological dependence and loss of originality, providing theoretical examples and practical references for the improvement of writing teaching in the intelligent era. Provide reference examples for the innovation of creative writing teaching in junior high school Chinese.

Keywords

• Generative artificial intelligence Teaching reform

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