Practical Deviations in Intelligent Technology-Assisted Teaching: Bottlenecks and Reflections on the Development of Educational Informatization
Reflections on the deviations between AI feedback and teacher feedback in senior high school english continuation writing
DOI:
https://doi.org/10.54097/4ttb6r83Keywords:
Intelligent Technology-assisted Teaching, Educational Informatization, AI Feedback, Teacher Feedback, Senior High School English Continuation WritingAbstract
In the context of informatization, intelligent technologies (such as AI and big data) have gradually permeated senior high school English continuation writing teaching. However, significant deviations between their feedback and teacher feedback affect teaching effectiveness. This study compares the differences in content, methods, and effects of the two types of feedback to analyze the problems and root causes in the practice of intelligent technology-assisted teaching. The research shows that the deep integration of intelligent technology and education needs to balance technological advantages and humanistic care to promote students' all-round development and educational equity. In the future, the education sector needs multi-stakeholder collaboration to address new challenges in intelligent technology-assisted teaching.
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