Constructing an Instructional Pathway for Thinking Visualization in Senior High School English Reading Empowered by Generative Artificial Intelligence
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Keywords
generative artificial intelligence, senior high school English reading, thinking visualization, metacognition, instructional pathway
Abstract
Against the background of the deep integration of artificial intelligence technology and education, generative AI provides new technical support for higher-order thinking cultivation and metacognitive training in senior high school English reading instruction. Most of the current research focuses on reading result analysis and static visualization. It lacks dynamic tracking of students' reading and thinking process, and has not yet formed a systematic instructional pathway supported by AI. Based on this, this study takes the senior high school English reading class as the foothold to build the instructional pathway of “data collection - AI-based intelligent analysis - dynamic visualization - emotional support - instructional intervention”, and develops instructional designs in combination with specific texts. This path helps to improve the visualization of students' thinking processes during reading and the ability of metacognitive monitoring, enhance the effectiveness and precision of English reading instruction, and provide reference for the innovation of senior high school English reading instruction supported by artificial intelligence.
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