A Study of High School English Multimodal Discourse Teaching Based on Generative Artificial Intelligence
DOI:
https://doi.org/10.71204/7qs5md53Keywords:
Generative Artificial Intelligence(GAI), High School English, Multimodal DiscourseAbstract
This article focuses on the application of generative artificial intelligence (GAI) in multimodal discourse teaching in high school English, deeply analyzes the limitations of traditional high school English discourse teaching, and discusses how generative artificial intelligence can optimize teaching effectiveness through technological empowerment. First, the article explains the core value and key role of generative AI in multimodal discourse teaching, highlighting its importance in enhancing teaching interactivity, providing personalized feedback, generating teaching resources, and dynamically adjusting teaching strategies. Then, through specific teaching cases, the diverse applications of generative AI in actual teaching are demonstrated, including contextual corpus generation, cross-cultural comparative analysis, and critical thinking training. The study shows that the introduction of generative AI not only expands the form of teaching but also significantly improves students' core literacy and promotes the innovation and change of teaching mode.
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Copyright (c) 2025 Rumeng Duan, Manman Li (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author(s) and source are properly credited. Authors retain copyright of their work, and readers are free to copy, share, adapt, and build upon the material for any purpose, including commercial use, as long as appropriate attribution is given.
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