Download Full PDF

Jiaxin He

Huanhuan Wang

Beijing Normal University, China

 

Abstract

Despite the rapid proliferation of generative artificial intelligence (GenAI) in language education, longitudinal practitioner-centred accounts of how teachers’ instructional practices and professional competence evolve through sustained GenAI integration in Chinese cultural instruction remain scarce. This self-narrative inquiry examines one pre-service Chinese language teacher’s six-month experience of integrating GenAI into adult Chinese cultural instruction at a university. Drawing on 11 reflective journals, pedagogical artefacts, and semi-structured interviews with three peer observer teachers and two professors specialising in Chinese cultural instruction, the study employs Riessman’s (2008) thematic narrative analysis within Clandinin and Connelly’s (2000) narrative inquiry framework. Findings reveal a developmental trajectory across three qualitatively distinct phases: designing for novelty, designing for function, and designing for integration. Concurrently, the teacher’s role evolved from tool user to tool architect, with AI literacy, in-class improvisational responsiveness to technology failure, and the conceptual repositioning of GenAI from pedagogical spectacle to invisible infrastructure developing iteratively through practice. Two design principles were inductively constructed: GenAI task design should target functions irreplaceable by lowerthreshold alternatives, and GenAI-generated content should compensate for the inaccessibility of authentic materials rather than substitute for them. This study contributes a practitioner-centred, longitudinal perspective to the underexplored intersection of GenAI integration and Chinese cultural instruction, and offers empirically grounded design suggestions for instructional practice.

 

Keywords

Generative artificial intelligence, Chinese cultural instruction, self-narrative inquiry

 

生成式人工智能赋能中国文化教学的自我叙事探究

 

何家欣

王欢欢

北京师范大学，中国

 

摘要

生成式人工智能（ GenAI）在语言教育中发展迅速，但在中国文化教学领域，关于 GenAI 赋能如何影响教师教学实践与专业能力的纵向研究仍较有限。本研究采用自我叙事探究法，追踪一名职前中文教师运用 GenAI 赋能中国文化教学的经历。数据来源包括该教师每节课后的反思日志， GenAI 生成的教学素材与工具，以及对三位同行观课教师和两位专门从事中国文化教学研究的教授所进行的半结构化访谈。数据分析基于 Clandinin 和 Connelly（ 2000）的叙事探究框架，采用 Riessman（ 2008）的主题叙事分析。研究发现，教师的教学设计经历三个发展阶段：为新奇而设计、为功能而设计、为融合而设计。同时，教师角色由工具使用者演变为工具架构者；其 AI 素养、面对技术故障时的课堂即兴应对能力，以及将 GenAI 从教学“景观”重新定位为“隐形基础设施”的观念转变，均在实践中逐步形成。研究进一步提炼出两条设计原则 ： GenAI 任务设计应聚焦低门槛替代方案无法替代的功能 ； GenAI 生成内容应弥补真实材料难以获取之不足，而非取代真实材料。本研究为 GenAI 赋能中国文化教学这一交叉领域提供了以实践者为中心的纵向视角，并为教师教育与文化教学实践提供了具有实证依据的设计建议。

 

关键词

生成式人工智能，中国文化教学，自我叙事探究