Research on practical strategies for generative ai-enhanced high school physics teaching
生成式AI赋能高中物理教学的实践策略研究

摘要

随着人工智能技术的飞速发展，生成式人工智能在教育领域的应用已成为当前教育教学发展的重要趋势。针对传统高中物理教学中实验设备条件受限、部分实验存在安全风险以及课后辅导针对性不足等问题，本文以高中物理为例，从实验教学、课前准备和课后辅导三个环节探讨生成式人工智能在高中物理教学的实践策略。在实验教学环节，教师可利用人工智能软件搭建出相应的仿真实验平台，引导学生自主探究并总结出相应结论；在课前准备环节，教师可借助即梦、可灵等AI视频软件制作教学素材，学生也可借助其进行课前预习；在课后辅导环节，可依托智能辅导系统进行错题知识点分析、讲解、归类、溯源等，并根据学生的学习情况自动推送个性化习题。此外，本文还分析了在教学实践过程中可能面临的内容准确度、学生过度依赖AI工具、部分教师使用技能不足等问题。上述策略有望帮助教师获取多样化教学资源，激发学生的学习兴趣，提高课堂互动程度等，同时在一定程度能打破教育资源的倾斜，为推动高中教学改革提供了一定的理论指导和路径参考。

Abstract

With the rapid development of artificial intelligence technology, the application of generative artificial intelligence in education has become an important trend in current educational development. To address problems in traditional high school physics teaching, such as limited experimental equipment, safety risks in some experiments, and insufficient targeted after-class tutoring, this paper takes high school physics teaching as an example and explores practical strategies for integrating generative artificial intelligence into high school physics teaching from three aspects: experimental teaching, pre-class preparation, and after-class tutoring. In experimental teaching, teachers can use AI software to build simulation experiment platforms, guiding students to engage in independent inquiry and draw relevant conclusions. In pre-class preparation, teachers can produce teaching materials by using AI video tools such as Jimeng and Keling, while students can also use them for pre-class preview. In after-class tutoring, an intelligent tutoring system can be used to analyze, explain, classify, and trace the knowledge points related to students’ mistakes, and automatically recommend personalized exercises based on each student’s learning progress. Additionally, this paper also analyzes these problems that may arise in teaching practice, including insufficient content accuracy, students’ over-dependence on AI tools, and some teachers’ insufficient skills in using such tools. These strategies are expected to help teachers obtain diverse teaching resources, stimulate students’ interest in learning and improve the level of classroom interaction. At the same time, they can help alleviate the imbalance in educational resources, providing theoretical support and practical guidance for the reform of high school teaching.