Research on the Curriculum Reform of Visualizing Writing Thinking in Junior Middle School Chinese Empowered by AI Technology

DOI: https://doi.org/10.62517/jnse.202517505

Author(s)

Xiaoli Xie

Affiliation(s)

Chongqing Bashu Science City Middle School, Chongqing, China

Abstract

Integrating AI technology into visual thinking training for junior high Chinese writing enables data-driven decision-making in writing instruction, timely student feedback evaluation, multidimensional classroom interaction, and intelligent learning resource promotion. This study constructs an AI-supported writing process consisting of "AI pre-analysis, in-depth classroom discussion, and student self-modeling," which also facilitates virtualized previews of writing teaching scenarios. Through teaching practices within the curriculum reform aimed at visualizing writing thinking in junior middle school Chinese, this research explores how AI analytical tools can be leveraged to establish a new student-centered paradigm for Chinese writing curriculum innovation.

Keywords

AI Technology; Junior Middle School Chinese; Writing Thinking; Visualization

References

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