AIGC辅助教师作文评价的效果研究——以九年级语文作文为例

Research on the Effect of AIGC on Assisting Teachers’Composition Evaluation——Taking the Ninth Grade Chinese Compositions as an Example

当前,人工智能生成内容(Artificial Intelligence Generated Content,AIGC)凭借其卓越的自然语言处理和内容创新能力在教育领域引起了广泛关注,也为创新升级作文评价工具提供了新的技术路径,但AIGC辅助教师进行作文评价的效果仍有待进一步探究。为此,文章首先收集了104篇九年级学生的作文,并由AIGC工具和五位教师分别针对作文的内容、语言和结构维度进行评价。然后,文章采用内容分析法对两种评价来源信息的评价数量、类型、层次以及准确度进行差异对比,并使用主题分析法分析了针对教师的访谈内容。研究结果表明,AIGC可以在作文评价中与教师达成评价策略互补,有效提高评价效率,但仍需提高评价深度和精准度。最后,文章根据研究结果得出相关启示,揭示了AIGC辅助教师进行作文评价的效果,以期为推动AIGC与作文教学的深度融合提供参考。

At present,artificial intelligence generated content(AIGC)has aroused extensive attention in the field of education with its superior natural language processing and content innovation capabilities,and also provided a new technical pathway for the innovation and upgrading of composition evaluation tools.However,the effect of AIGC on assisting teachers in composition evaluation still needs further exploration.Therefore,104 Chinese compositions written by ninth-grade students were collected,and the compositions’content,language,and structure dimensions were evaluated with AIGC tools and five teachers.Then,the paper used content analysis to compare the differences in the evaluation quantities,types,levels and accuracies of the two evaluation sources information,and used thematic analysis method to analyze the interview content of teachers.The results showed that AIGC can achieve complementary evaluation strategies with teachers and effectively improve evaluation efficiency,but still needs to improve evaluation depth and precision.Finally,according to the research results,the paper drew some implications revealed the effect of AIGC on assisting teachers in composition evaluation,with the aim of providing reference for deepening the integration of AIGC and composition teaching.