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宋沁怡

张全真 

南京大学，中国

 

摘要

生成式人工智能（ GAI）在国际中文教育中日益普及，但对使用者独立思考与个性化表达的影响尚缺实证检验。研究基于某高校“国际中文课堂教学法”课程，对比 GAI 普及前后教案（ 2022年 33 份、 2025 年 37 份），结合三项量化指标与质化编码（标准化表达 A、个性化表达 B）考察其变化。量化结果显示，普及后教案标准术语密度上升 63%，词汇多样性下降 23%，组内相似度上升 19%，前两项达显著水平，后者以效应量呈现（ r=.32）。质化编码显示，个性化表达总量未见显著下降，但标准化内容大量叠加使其比重明显压缩； B 类内部亦现结构性分化：表面创意呈增长趋势，个人声音显著减弱。研究为理解技术中介下准教师主体性表达的变迁提供依据。

 

关键词

生成式人工智能，教师专业认同，主体性表达，趋同化，国际中文教育

 

The Expression of Subjectivity in GAI-Assisted Lesson Plan Design
 

Qinyi Song

Quanzhen Zhang

Nanjing University, China

 

Abstract

Generative artificial intelligence (GAI) has been increasingly adopted in international Chinese language education, yet its impact on users’ independent thinking and personalized expression has rarely been empirically examined. Drawing on lesson plans from a “Methodology of International Chinese Classroom Teaching” course at a Chinese university, this study compares two cohorts: 33 plans produced before the widespread availability of GAI (2022) and 37 produced after (2025). Combining quantitative indicators—standardized terminology density, lexical diversity, and intra-group textual similarity—with qualitative coding (Category A: standardized expression; Category B: personalized expression), the study examines changes in the expression of subjectivity in lesson plan design. Quantitatively, the post-GAI cohort shows a 63% increase in standardized terminology density, a 23% decrease in lexical diversity (TTR), and a 19% rise in intra-group similarity; the first two differences are statistically significant, while the change in intra-group similarity is reported as an effect size (r = .32). Qualitative coding further reveals that personalized expression has not been eliminated; rather, its proportional weight has been compressed, primarily by a substantial layer of superimposed standardized content. Within Category B, a structural realignment is observed: surface-level creativity shows an upward trend, while distinctive personal voice has markedly weakened. The study provides empirical evidence for understanding shifts in pre-service teachers’ expression of subjectivity under technological mediation.

 

Keywords

Generative artificial intelligence, teacher professional identity, expression of subjectivity, homogenization, international Chinese language education