A Study on the Cultivation of Chinese Language Teachers’ Ability to Create Teaching Situations Based on Generative Artificial Intelligence

Abstract

The ability of Chinese language teachers to create teaching situations in the classroom directly impacts students’ learning motivation and language acquisition outcomes. Currently, teachers face common deficiencies in authenticity, diversity of methods, and resource access. This paper defines the connotation and characteristics of the ability to create teaching situations, analyzes the difficulties encountered by Chinese language teachers in teaching practice, and proposes a cultivation path based on generative artificial intelligence. The discussion focuses on three dimensions: diverse generation, intelligent support, and practical integration. It explores how to use generative models to expand teaching resources, establish teacher training mechanisms, and optimize classroom interaction effects. The study emphasizes that generative artificial intelligence can not only alleviate the problems of resource shortages and inefficiency in teachers’ creation of teaching situations but also promote teachers in forming classroom design thinking that aligns with language learning principles. This provides a new training model for the professional development of Chinese language teachers and has positive significance for improving the quality of Chinese language teaching and expanding the boundaries of educational technology applications.