Research on the Use of Gen AI in Teaching Continuation Tasks in Senior High School

Meidong Zhang

doi:10.54097/bp1mj092

Authors

Meidong Zhang

DOI:

https://doi.org/10.54097/bp1mj092

Keywords:

GenAI, Continuation Task, Senior High English, Human-Machine Collaboration

Abstract

The continuation writing task, as a new assessment form for implementing English core competencies, has been gradually adopted in the National College Entrance Examination across China. However, its teaching in central and western provinces is still in the exploratory stage, facing practical dilemmas such as superficial reading comprehension, disordered plot construction, and monotonous evaluation feedback. The rapid development of Gen AI offers new pathways to address these challenges. Grounded in alignment theory and the input-output hypothesis, and set against the backdrop of the new Gaokao reform in Sichuan Province, this study takes the text "The Smell of Garlic and Onion" as a case example to systematically illustrate the application of Gen AI in three stages of continuation writing instruction: pre-class cultural context awakening and emotional groundwork, in-class human-machine collaborative text interpretation and plot idea, and post-class personalized consolidation and sustained feedback. The findings indicate that Gen AI can function as an "emotional awakener," a "thinking scaffold," and an "evaluation reference" throughout the teaching process. It helps bridge students' experiential gaps, expand their thinking dimensions, and extend the boundaries of feedback, thereby facilitating the transformation of continuation writing teaching from mere language skill training to core competency cultivation. This study provides a practical paradigm for the reform of high school English reading-to-write instruction in the intelligent era.

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