Journal of Chinese Language Education and Evaluation
JCLEE, Vol. 1, No. 2, 2025, pp.254-267.
Print ISSN: 3078-283X; Online ISSN: 3104-5030
Journal homepage: https://www.cleejournal.com
DOI：Https://doi.org/10.64058/JCLEE.25.2.07
跨学科视野下中学语文教学的技术转向与评价
张 煦（Zhang Xv），张连桥（Zhang Lianqiao）
摘要：探索构建科学、全面、规范的教学技术应用体系是促进中学语文跨学科教学实践可持续发展的关键环节，以人工智能为代表的先进科技工具与语文教育的有机结合具有革新意义。面对语文课堂中信息资源贫乏、技术力滞后等现实问题，教师应自觉提升信息素养、深刻理解并把握智能技术潮流，基于语文教学的开放性和情感特征，探索构建行之有效的技术路径：打造个性化多模态信息库，多方整合语文教学资源；智能化重构教学情境，创设沉浸式智慧语文课堂；实现教学工具数字化转型，提升语文教学效率。信息技术的规范应用还需合理的评价体系作为支持，建立CIPP评价模型以衡量技术参与语文课堂的成效、依托技术应用优化教学反馈机制，将有助于切实推动技术赋能中学语文教育的实践落地。
关键词：中学语文；信息技术；人工智能；教学评价；跨学科
作者简介：张煦，硕士，广东省惠州市实验中学教师，研究方向：中学语文教育与评价。电邮：zzzhangxv@qq.com。张连桥（通讯作者），博士，广州大学人文学院教授、博士生导师，广州大学开放创新教育研究中心主任，研究方向：中文教育与评价。电邮：504078138@qq.com。
Title: Technological Turn and Evaluation in Middle School Chinese Language Teaching from an Interdisciplinary Perspective
Abstract: Exploring the establishment of a scientific, comprehensive, and standardized instructional technology application system is a crucial step in promoting the sustainable development of interdisciplinary teaching practices in middle school Chinese. The integration of advanced technological tools, represented by artificial intelligence, with Chinese language education holds revolutionary significance. In response to practical challenges such as insufficient information resources and technological lag in Chinese classrooms, teachers should proactively enhance their information literacy, deeply understand and grasp the trends of intelligent technology, and explore the construction of effective technological pathways based on the open and affective characteristics of Chinese language teaching: creating personalized multimodal information repositories to integrate Chinese teaching resources from multiple sources; intelligently reconstructing teaching scenarios to establish immersive smart Chinese classrooms; and achieving the digital transformation of teaching tools to improve the efficiency of Chinese instruction. The standardized application of information technology also requires a reasonable evaluation system for support. Establishing a CIPP evaluation model to measure the effectiveness of technology integration in Chinese classrooms and optimizing the teaching feedback mechanism through technological application will help effectively advance the practical implementation of technology-empowered Chinese language education in middle schools.
Keywords: Middle School Chinese; information technology; artificial intelligence; teaching evaluation; interdisciplinary
Author Biography: Zhang Xu, Master, Teacher, Huizhou Experimental Middle School of Guangdong Province, research interest: Chinese education and assessment in middle schools, E-mail: zzzhangxv@qq.com; Zhang Lianqiao (Corresponding author), PhD, Professor, Doctoral Supervisor, School of Humanities & Director of Open Innovation Education Research Center, Guangzhou University, research interest: Chinese education and assessment, E-mail: 504078138@qq.com.
Received: 05 Oct. 2025 / Revised: 03 Nov. 2025 / Accepted: 16 Nov. 2025 / Published online: 30 Nov. 2025 / Print published: 30 Dec. 2025.
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