Practice Research on Generative Artificial Intelligence Assisted Junior High School English Reading Teaching

Xin Long

doi:10.54691/q6yecm14

Authors

Xin Long

DOI:

https://doi.org/10.54691/q6yecm14

Keywords:

Artificial Intelligence; Reading Teaching; Junior High School.

Abstract

With the rapid development of modern information technology, especially artificial intelligence technology, technology enabled English teaching has become a new direction and pursuit of current English education. It not only provides English teachers with more accurate language knowledge and rich teaching resources, but also helps to improve students' learning efficiency and promote the implementation of English subject core literacy goals in the classroom. As a chat robot program based on natural language processing technology, generative artificial intelligence can recognize and understand the input text, output answers and feedback similar to human text in the form of text according to instructions and context, and realize meaningful dialogue and communication with users. This paper attempts to integrate generative artificial intelligence. It can be applied to high school English reading teaching. Combined with specific cases, this paper discusses the possibility of AI technology enabling English teaching, in order to provide experience for front-line teachers to carry out English reading teaching practice.

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