夜雨聆风A Critical Assessment of Scopus and Web of Science Journal Selection Criteria and Assessment Procedures
分阶段引入人工智能工具的行动研究 —— 培养学生批判性思维与自主学术写作能力
Abstract
As artificial intelligence (AI) tools become increasingly embedded in academic environments, it is essential to understand their influence on students’ intellectual development and to ensure their ethical use. This study examined how a phased integration of AI tools can support students’ academic writing skills while maintaining academic integrity. Using a mixed-methods design, data were collected from surveys, interviews, assignment analysis, classroom observations, and reflective logs. Participants were 60 fourth-year English majors who used tools such as Grammarly, QuillBot, ChatGPT, and DeepSeek at different stages of their writing tasks. Findings from Round 1 showed that 80 per cent of students reported improved grammatical error detection, 70 per cent found AI-generated frameworks useful, 85 per cent successfully modified these frameworks, and 90 per cent recognized AI as a supportive, not a substitutive, tool. In Round 2, 75 per cent reported a better understanding of grammar through analysing AI corrections, 82 per cent identified logical gaps by comparing frameworks, 78 per cent recognized limitations in AI-generated argumentation, and 87 per cent engaged in more deliberate planning of AI use. Together, these patterns suggest that a staged approach to AI integration can foster more reflective evaluation, iterative revision, and gradual skill development. The results also emphasize the need for clear ethical guidelines and structured instructional strategies that balance technological support with the development of independent reasoning and creativity. These insights provide practical guidance for educators and curriculum designers aiming to integrate AI responsibly into higher-education writing instruction. The findings offer a practical model that can be directly applied in academic writing instruction. Teachers can use the phased approach to guide students from basic error correction to critical revision, curriculum designers can integrate it into course structures, and university administrators can develop policies for responsible AI use.
Abstract
随着人工智能工具日益深度融入学术场景，厘清其对学生思维发展的影响、规范人工智能工具的伦理使用已成为重中之重。本研究探究分阶段融入人工智能工具的教学模式，如何在坚守学术诚信的前提下提升学生学术写作能力。
研究采用混合研究法，通过问卷、访谈、作业文本分析、课堂观察与学习反思日志多渠道采集数据。研究对象为 60 名英语专业大四学生，学生在写作任务的不同阶段分别使用 Grammarly、QuillBot、ChatGPT、DeepSeek 等人工智能工具。
第一阶段研究结果显示：80% 的学生认为工具提升了语法错误排查效率；70% 的学生认可 AI 生成写作框架的实用价值；85% 的学生能够对 AI 产出框架进行自主修改；90% 的学生明确将人工智能视作辅助工具，而非写作替代品。
第二阶段调研数据表明：75% 的学生通过研读 AI 修改建议深化了语法认知；82% 的学生在对比多版 AI 框架后能自主发现行文逻辑漏洞；78% 的学生可辨别 AI 论证内容存在的短板；87% 的学生会更有规划、有目的地使用人工智能工具。
综合两阶段数据可见，分阶段引入 AI 工具的教学模式，能够培养学生反思式评判能力、迭代修改意识，循序渐进提升写作素养。研究结果同时表明，院校需制定清晰的 AI 使用伦理规范，搭配系统化教学策略，在借助技术赋能写作的同时，锻炼学生独立思辨与创新能力。
本研究结论可为高校写作课程教师与课程设计者提供落地参考，助力人工智能合规、合理地融入高等教育写作教学。研究构建的分层教学模型可直接应用于学术写作课堂：教师可依托该分阶段方案，引导学生从基础语法纠错进阶至批判性文本修改；课程设计者可将其纳入课程体系；高校管理部门也可据此制定人工智能规范使用相关管理制度。
以上翻译由人工智能完成，可能存在歧义或不正确之处，如有建议，请后台留言，谢谢。
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本文原载Journal of Scholarly Communication; 2026;39(3)
DOI：10.3138/jsp-2025-0111
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