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伍秋萍

中山大学，中国

 

邢滨钰

内蒙古大学，中国

 

吴诗妤

周洳冰 

中山大学，中国

 

摘要

在数智化转型背景下，多模态创作是培养留学生跨文化叙事能力的重要手段。本研究基于真实课堂，围绕文化主题开展历时两学年的迭代式教学设计，通过案例分析与调查，探究汉语二语者在教师主导（ 1.0 阶段）与 AI 介入后（ 2.0 阶段）创作文化类多模态 PPT 的叙事特征及应对策略。研究发现 ： 1.0 阶段作品评估多依赖教师主观判断。学生创作母国婚俗主题时，存在模态整合不足、图文协同单一、文化理解表层等问题。 2.0 阶段需完成涵盖中国古今文化的多模态创作， AI介入促使教学向“双师协同”演进，构建“输入—输出—反馈”闭环，提升了评估效率与准确性。过程性评估显示，学生创作难度感知降低，投入程度与策略运用水平显著提升。本研究为 AI 赋能汉语二语多模态教学提供了实践路径，并为相关教学应用积累了实证经验。

 

关键词

多模态创作，汉语二语文化课堂， AI 评估，双师协同

 

From Teacher-Led to Teacher-AI Collaboration: An Iterative Study on AIEmpowered Multimodal Composition Teaching for Chinese L2 Learners
 

Qiuping Wu

Sun Yat-sen University, China

 

Binyu Xing

Inner Mongolia University, China

 

Shiyu Wu

Rubing Zhou

Sun Yat-sen University, China

 

Abstract

In the context of digital intelligence transformation, multimodal creation serves as a crucial means to cultivate international students’ cross-cultural narrative competence. Based on real classroom settings, this study employs a two-year iterative teaching design centered around cultural themes. Through case analysis and surveys, it explores the narrative characteristics and coping strategies of Chinese L2 learners when creating culture themed multimodal PPTs under teacherled instruction (Stage 1.0) and after the integration of AI (Stage 2.0). The findings indicate that in Stage 1.0, work evaluation largely relies on teachers’ subjective judgment. When students created presentations on wedding customs in their home countries, issues such as insufficient modal integration, monotonous image-text coordination, and superficial cultural understanding were observed. In Stage 2.0, students were required to complete multimodal creations covering both ancient and modern Chinese culture. The integration of AI facilitated the evolution of teaching toward a “dual-teacher collaborative” model, establishing an “input-output-feedback” loop that enhanced evaluation efficiency and accuracy. Process oriented assessments reveal that students perceived a reduction in task difficulty, while their engagement and strategic application improved significantly. This study provides a practical pathway for AI empowered multimodal Chinese L2 teaching and contributes empirical insights for relevant pedagogical applications.

 

Keywords

Multi-modal composition, L2 Chinese cultural classroom, AI assessment, Teacher-AI collaboration