杨 悦

伴随生成式人工智能（AIGC）技术的迭代演进, 高等教育正由“传统数字化”向“智能交互化”实现范式重构。大学英语数字阅读作为学生获取全球专业信息、锻造跨文化思辨力的核心路径，其教学内涵已由单一的文本解码跃迁为人机协同的意义建构。针对当前英语内容的数字阅读领域存在的深度认知投入疲软, 算法依赖风险以及评价维度缺失等症结，本研究深入探析了AIGC在精准资源匹配，交互式语境塑造及即时诊断维度的内在优势。研究立足二语习得与建构主义学习理论的视角，提出一套涵盖“预习阶段智能激活-互动阶段任务驱动-内化阶段反思评价”的全链条实践方案。本研究旨在通过人机协同的路径优化，指导学生提升对英语内容的数字阅读能力，助力高校外语教学实现智能化转型。

AIGC；大学英语；英语数字阅读；教学实践

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