生成式人工智能支持下初中英语渐进式责任释放阅读教学模式的实践探究——以新人教版八年级上册“Unit6MakingResolutions”为例

生成式人工智能支持下初中英语渐进式责任释放阅读教学模式的实践探究——以新人教版八年级上册“Unit6MakingResolutions”为例

樊 雨

摘 要:在新一轮课程改革背景下，课堂教学正由“教为中心”转向“学为中心”，同时信息技术与学科教学的深度融合成为重要发展方向。针对当前初中英语阅读教学中学生自主建构能力不足、人工智能应用停留于浅层支持等问题，本文基于渐进式责任释放(GRR)理论，构建了生成式人工智能支持下的阅读教学模式，形成“情境导入、示范导读、支架助读、协作建构、自主建构、迁移运用、评价反思”七个环节，并以新人教版八年级上册“Unit 6 Making Resolutions”为例展开教学实践。该模式通过情境创设与多维支架协同，逐步实现学习责任由教师向学生的转移，促进学生语篇理解与结构建构能力的发展，提升学生阅读参与度与学习主动性，为人工智能赋能英语阅读教学提供了可行路径。

关键词:初中英语;阅读教学模式;生成式人工智能;渐进式责任释放

Empirical Research on the GenAI-Supported GRR Model for Reading Instruction in Junior High English:A Case Study of "Unit 6 Making Resolutions"

 Fan Yu

 (Chongqing No.1 Secondary School, Chongqing 400030)

Abstract: Under the new curriculum reform, English instruction is shifting from teacher-centered to learner-centered, with growing integration of information technology. To address students' weak autonomous meaning-making and superficial use of AI in junior high reading. the research proposes a GenAI-supported reading model basedon the Gradual Release of Responsibility (GRR) framework. The model comprises seven stages: contextualization,modeled reading, scaffolded reading, collaborative construction, independent construction, transfer and application,and evaluation and reflection. Taking "Unit 6 Making Resolutions" from the New PEP Grade 8 textbook as an example.the research examines its practical implementation. Through context creation and multi-level scaffolding, the modelgradually transfers learning responsibility from teacher to student, enhances text comprehension and structural skills,and increases engagement and autonomy, offering a viable pathway for AI-empowered English reading instruction.

KeyWOrds: junior high English; reading instruction; GenAI; GRR

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