Generative AI‑Empowered Optimization Strategies for High School English Teaching: A Case Study of Poetry Appreciation of The Road Not Taken in Selective Compulsory Course 3
Abstract
As generative artificial intelligence (AI) is increasingly integrated into education and teaching, the question of how to leverage teachers' professional judgment and achieve effective human-machine collaboration has become a significant issue. Based on the theories of AI-TPACK and SAMR, this study focuses on the human-machine co-creation mechanism in the design of high school English teaching activities supported by generative AI. The research employs semi-structured interviews and design-based research methods. By interviewing three high school English teachers, their AI-TPACK performance and practical dilemmas are analyzed. Subsequently, a human-machine co-creation teaching operation model is constructed, and two rounds of practice are carried out in a high school English poetry appreciation course. The research findings indicate that teachers have developed a certain awareness of AI integration, yet they still encounter problems such as poor adaptation to students' learning situations, insufficient output evaluation, and inadequate collaboration mechanisms. The practice shows that continuous negotiation, evaluation, and reconstruction under teachers' guidance are the keys to achieving effective human-machine co-creation.
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