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孙冕

西京学院，中国

 

李悦菡 

西安培华学院，中国

 

摘要

在数智化背景下，生成式人工智能为国际中文教师的教学设计能力发展带来新机遇。现有研究多关注 AI 辅助二语习得，而关于教师如何利用 AI 反馈促进专业发展的实证探讨仍显不足。本研究以国际中文职前教师为对象，比较了控制组、同伴反馈组、 AI 反馈组与 AI+ 同伴反馈组在教案设计任务中的表现。研究发现，各组修改稿质量均显著提升，其中 AI 反馈组效果最优， AI+同伴反馈组次之。 AI 反馈通过步骤化的引导优化了教案的逻辑与结构 ；同伴反馈在情境适配与情感支持方面更具优势 ；人机协同在反思与创新上具有互补效应。研究表明，未来国际中文教育与人工智能的深度融合应以人机协同而非技术替代为发展方向。本研究为教师专业发展与教学设计优化提供了实证依据与思路。

 

关键词

国际中文教育，生成式人工智能，反馈，教学设计

 

An Empirical Study on the Application of Generative Artificial Intelligence Feedback in Instructional Design for International Chinese Education: A Comparative Analysis of Multiple Feedback Modes
 

Mian Sun

Xijing University, China

 

Yuehan Li

Xi'an Peihua University, China

 

Abstract

In the context of digital intelligence, generative artificial intelligence has created new opportunities for the development of instructional design competence among teachers of International Chinese. While existing studies primarily focus on AI-assisted second language acquisition, empirical research on how teachers utilize AI feedback to enhance professional development remains limited. This study investigated pre-service International Chinese teachers by comparing the performance of a control group, a peer feedback group, an AI feedback group, and an AI+peer feedback group in lesson plan design tasks. The findings revealed that all groups showed significant improvement in the quality of their revised lesson plans, with the AI feedback group achieving the most substantial gains, followed by the AI+peer feedback group. AI feedback optimized lesson plan logic and structure through stepwise guidance, whereas peer feedback provided advantages in contextual adaptation and affective support. Human-AI collaboration demonstrated complementary effects in fostering reflection and innovation. The study suggests that the integration of AI in International Chinese education should emphasize human-AI collaboration rather than technological substitution. These findings offer empirical evidence and insights for enhancing teacher professional development and optimizing instructional design.

 

Keywords

International Chinese Education, generative artificial intelligence, feedback, instructional design