Generative AI-empowered Experiential Teaching Paths for Morality and Rule of Law in Junior High School

Abstract

At present, generative AI technology is in rapid iteration and has exerted a broad and profound impact on the education industry. Experiential teaching emphasizes learners' experience and reflection in the learning process, so as to realize the internalization of knowledge, which is highly consistent with the core quality cultivation advocated by the new curriculum standard. However, the traditional experiential teaching is faced with such practical difficulties as static situation creation, superficial experience process, and formalization of reflection. Generative AI makes it possible to solve this dilemma by virtue of its capabilities of multimodal content generation, intelligent dialogue and interaction, and personalized adaptation. Drawing on Kolb's experiential learning cycle and taking the "VR Moot Court" course as an analytical case, this paper discusses four paths of generative AI enabled junior high school Morality and Rule of Law experiential teaching: situational infiltration, interactive infiltration, reflective infiltration and migration verification. These four paths together form a complete learning closed loop from experience to internalization, so that students can obtain embodied experience, deepen cognitive reflection in human-machine dialogue, and complete the meaning construction in the visual thinking. This study provides practical reference for the innovation of Morality and Rule of Law teaching in junior high school under the background of digital transformation of education.