The limitations of generative artificial intelligence in contextual teaching of moral education and legal education at the junior high school level

Abstract

In the digital and intelligent era, generative artificial intelligence has entered the field of education, transforming classroom teaching practices and learning approaches. For the Moral and Legal Education curriculum in junior high schools, it provides new technological support for contextual teaching while introducing fresh challenges regarding educational value, teacher-student relationships, and classroom governance. Based on practical experiences with contextual teaching in this course, this paper examines issues such as information distortion and value bias, and explores appropriate application boundaries from three perspectives: value guidance, teacher leadership, and standardized governance. The study concludes that generative AI can serve as a valuable auxiliary tool; however, its use should not replace educational principles with technical logic but rather align with the goal of fostering moral development, achieving a balance between technological empowerment and value-based education.

Keywords

• Generative Artificial Intelligence
• Ethics and Rule of Law
• Contextual Teaching
• Application Boundaries

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