Exploring AI-Assisted Writing Instruction from the Perspective of Human-Computer Collaboration
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The rise of generative artificial intelligence (AI) has accelerated the transformation of the education system, particularly posing significant challenges to the field of writing. Intelligent technology acts as a learning assistant, providing personalized support for students and helping them learn more efficiently and independently. Improving students' writing learning effectiveness through intelligent technology has become an urgent issue that requires attention. Building upon a review of technology-assisted writing, by examining the development trend of generative artificial intelligence, this article clarifies the core essence of writing, and proposes a new human-machine collaborative writing mode. This model views writing as a fusion of artificial intelligence and human cognition, fostering mutual progress and improving both writing quality and efficiency through interactive feedback. In addition, to address the limitations of generative artificial intelligence, students need to develop high-quality questioning and guidance abilities to prevent over-reliance. Schools and teachers should also reform their teaching models, promote project-based learning and authentic writing, and strengthen students' core competencies.
Abstract
The rise of generative artificial intelligence (AI) has accelerated the transformation of the education system, particularly posing significant challenges to the field of writing. Intelligent technology acts as a learning assistant, providing personalized support for students and helping them learn more efficiently and independently. Improving students' writing learning effectiveness through intelligent technology has become an urgent issue that requires attention. Building upon a review of technology-assisted writing, by examining the development trend of generative artificial intelligence, this article clarifies the core essence of writing, and proposes a new human-machine collaborative writing mode. This model views writing as a fusion of artificial intelligence and human cognition, fostering mutual progress and improving both writing quality and efficiency through interactive feedback. In addition, to address the limitations of generative artificial intelligence, students need to develop high-quality questioning and guidance abilities to prevent over-reliance. Schools and teachers should also reform their teaching models, promote project-based learning and authentic writing, and strengthen students' core competencies.
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