第三章“双减”背景下AI 口语教练在小学英语口语中的应用研究

“双减”背景下AI口语教练在小学英语口语中的应用研究ChapterThreeImplementationBasedonAISpeakingCoachTheresearchconclusionsinChapterTwocanbesummedupmainlyinthefollowingaspects:classroomspeakinganxiety,insufficientself-learningcapacityandteachers’heavyworkload.Drawingfromthese,theauthorcombinedthe“DoubleReduction”policywiththegeneralbackgroundofeducationaldigitalreform,andcarriedoutfour-monthactionresearch.Theresearchsubjectswere55fourth-gradestudents.Withthehelpoflarge-model-basedAIspeakingassistance,ateachingframeworkcoveringpre-classlearningpreparation,in-classoralexpressionandpost-classknowledgeabsorptionwasbuilt.3.1DesignandPreparationofActionResearchAtthebeginningoftheresearch,thepreliminarysurveyfoundthatstudentsandteachershadtheirowndifficulties.Asforstudents,therearefewstudentswhocantaketheinitiativetocommunicateinEnglishintraditionalclasses.Mostofthemsimplydon’tmakeasoundbecausetheyareafraidofmakingmistakesandnervous.Asfortheteacher,underthelargeclassquota,thereisone-on-onepronunciationcorrectionforeachstudent.Ireallycan’ttakecareofit.Afterclass,Ihavetocorrectabunchofafter-classoralassignments,andIcan’tfinishitatall.Forthesetwoproblems,thisstudybelievesthat“AISpeakingCoach”isarelativelyidealsolution.Itssetofmultimodalresourcescanprovidehigh-qualityoriginalvoicedemonstrationandverylife-likedialoguescenes.Studentscandirectlyimitateandslowlyinternalizeandabsorbthem.Inaddition,theautomatedassessmentfeaturealsohelpstoreducetheburdenofcorrection,ensuringthateachstudentcangettheirownpersonalized,real-timefeedback.ThepracticalcontentofthisresearchcoversthesixthematicunitsofthePEPGrade4Volume1Englishtextbook.Theoveralllearninggoalisasfollows:withthehelpofAI,studentsshouldbeabletoaccuratelyrecognizeandreadthecorevocabularyinthesedifferentdailytopics,andcanalsoapplythecoresentencepatternsmoreskillfullytocompletemeaningfulcommunicationexpressionsinthecorrespondingrealsituations.3.2ImplementationPlansforTeachingPracticeIntheactualimplementationofprimaryschoolEnglishspeakinginstruction,thisstudyintendstofocusnotonlyonasinglelessoncase,butincludesallsixunitsofthePEPGrade4Volume1textbook.Dealingwithitinthiswaydirectlybypassesthenarrowinglimitationofjustwatchingalesson.SeveralcorefunctionalmodulesoftheAIspeakingcoacharecloselyembeddedinthreeteachingphases:pre-classindependentperception,in-classinteractiveoutputandpost-classpreciseinternalization.Inpracticaloperation,twounitswillbeselectedasdemonstrationcasesateachteachingphase,directlyaimedatthemostdifficultpointsintraditionaloralEnglishteaching.Table3.2.1TeachingPlanStagesStudentApplicationTeacherApplicationThemePre-classWithAIsupport,studentsrecognizethevocabularyrelatedtotheclassroomandschoolbag,andfollowthe3Dlip-shapeanimationsonthescreentoreadaloud.Afterreading,theycanimmediatelygetindividualscoringandtargetedpronunciationcorrection.Teacherarrangespre-learningvocabularyassignmentsthroughtheAIplatform,andthenlooksatthebackendlearningdata,anditiseasytofindthesharedpronunciationproblemsofthestudentsintheclass.Inthisway,thegapthatpersonalizedguidancecan’tkeepupinlarge-classteachingcanbefilled.Unit1MyclassroomUnit2MyschoolbagWhile-classThelow-pressure,bias-freeconversationsbetweenstudentsandAIiscarriedout.Thetaskscompletedincludedescribinglooks,searchingforitemsandotheractivities.Inthisway,theirfearofspeakingEnglishwillgraduallybereduced.Inactualteaching,wedesignavividAI-supportedrole-playcontexts,nolongerrelyingonrotememorization,butpromotingpracticewiththehelpofinteractivetaskswithemotionalencouragement.

Unit3MyfriendsUnit4MyhomePost-classStudentsfirstcompletescenariodubbingandsomedailycommunicationtasks,suchasorderingfoodandintroducingfamilymembers,andthenuseAIforself-summaryandknowledgeconsolidationontheAI’sjudgementonintonationandoralfluency.Assigntheafter-classtasksofsmartvoicerecordingandscenariodubbingassignments,anddirectlyusevisualdatareportstocarryouttargetedinstruction.Thiseffectivelylightensthehugeloadoftraditionalmanualassessment.Unit5Dinner’sreadyUnit6MeetmyfamilyPre-classIndependentPerception(Units1&2):TacklingPronunciationDifficultiesandLackofPersonalizedInstructioninLargeClasses.Inlargeclassteaching,teacherscannotcorrectthepronunciationofeachstudentonebyone,sotheyrelyonAItechnologytofillthisgap.Inthepre-classpreparationofUnit1MyclassroomandUnit2Myschoolbag,studentsindependentlylearnvocabularyrelatedtoclassroomfacilitiesandschoolsupplies,readandpracticepronunciationthroughAItools.Theplatformgives3Dlipanimationandinstantscoring,sothateachstudentcangettailoredbasicpronunciationguidancebeforeclass,insteadofeatingbigpotrice.While-classInteractiveOutput(Units3&4):ConstructingReal-lifeScenariostoEaseSpeakingAnxiety.Inresponsetotheoldproblemsofthinclassroomsituationandstudents’fearofmakingmistakes,AI-createdimmersiverole-playscenesareusedintheteachingofUnit3MyfriendsandUnit4Myhome.Thesceneisdesignedaroundpracticalcommunicationtaskssuchasdescribingappearancecharacteristicsandfindingdailynecessities.Studentsdon’thaveanyburdens.Theydon’thavetobeafraidofbeingjudged.TheytalktoAIveryrelaxedly,like“Wherearethekeys?”Youcanpracticeitjustbysayingitcasually.Thelow-pressurelearningatmospheremakeseveryone’sorallearningtensionobviouslydisappearalot,andthevigorofraisingtheirhandstoparticipateinclasshassuddenlyincreasedalot.Post-classpreciseinternalization(Units5&6):SmartAutoEvaluationtoReduceTeachers’AssessmentWorkload.Inordertorelievetheheavyburdenofafter-classoralhomeworkcorrection,afterteachingUnit5Dinner’sreadyandUnit6Meetmyfamily,weassignedAI-enabledvoicerecordingandscenariodubbingtasks.Theintelligentsystemcanjudgetheintonationandfluencyofstudentsbyitself,andcanalsogeneratevisualprogressreportsimmediately.Asforthestudents,therelevantsentencepatternsoforderingfoodandintroducingfamilymembersarewrittendownsteadilyoverandoveragain,andtheyaremorelivelythanbefore.Ontheteacher’sside,theysavedalotoftimelisteningtorecordingsandscoring,whichlaidthewayfordata-supportedpersonalizedteachinginthefuture.3.3EffectivenessandReflectionUsingthesamemarkingscheme(pronunciation40%+fluency30%+content30%),pre-andpost-testswereconductedon55students.Theresultsareasfollows:Table3.3.1OralTestScoreComparison（N=55）Grade(Score)Pre-testParticipantCountPercentage(%)Post-testParticipantCountPercentage(%)VariationTrendExcellent(85+)59.11629.1↑20.0%Good(70-84)1832.72545.5↑12.8%Passing(60-69)2240.01221.8↓18.2%NeedsImprovement(<60)1018.223.6↓14.6%AverageScore68.478.9↑10.5Theclassaverageinoralperformanceincreasedfrom68.4inthepre-testto78.9inthepost-test,whichisarealimprovement.ItcanbeseenfromthisincreasethattheuseofAIresourcesisindeedofsubstantialhelptostudents’oralability.Lookingatthesegmentation,theexcellentratejumpedfrom9.1%to29.1%atonce,whichshowsthatinstantfeedbackandtargetedpronunciationsupportoftheAIsystemhavehelpedstudentsbreakthroughsomestuckplacesinoralexpression.Theratiooffailingstudentshasalsodroppedsignificantly,andthenumberoflearnersneedingremediationhasbeenreducedfrom10to2.Thisresultcanatleastexplaintwopoints:thestress-freepracticeenvironmentbuiltbyAIcangreatlyeasethespeakinganxietyoflaterstudentswhenspeakingEnglish,andatthesametimehelpthemfixlearningdeficiencies.Intheend,thesignificantincreaseintestscoressupportsthebasicjudgementofthisstudy-undertheframeworkoftheDoubleReductionpolicy,AItoolsareembeddedindailyoralEnglishteaching,students’phoneticintonationcanbeoptimized,andaverypracticalpathcanbefoundfortheimprovementofthequalityofprimaryschoolEnglishteachingandclassroomefficiency.Aftermorethanfourmonthsofpractice,wecanindeedseesomerealchangesintheclassroom.Fromtheperspectiveofstudents,AIismorelikeaverypatientcompanion.Childrenwhoareusuallyafraidtoopentheirmouthsbecausetheyareshyandafraidofmakingmistakeswerealsobroughtin,andeveryone’soveralltensionwasobviouslymuchlighter.Ofcourse,therewasalsoalittlesituationwhenIfirststarted:inordertogetahigherAIrating,severalstudentsdeliberatelysaiditquickly,andthesentencesjumpedoutstiffly,asiftheywerememorizingbooks,withoutrealemotionsatall.Assoonastheteacherfoundthis,heimmediatelyadjustedtheevaluationcriteria,requiringstudentsnotonlytoachieveprecisepronunciation,butalsototakeexpressiveintonationseriously.Withthischange,itavoidsmechanicalrotereading,andslowlyleadsthechildtoastateofcommunicationthatismorelikeareal-lifedailyconversation.Fromtheperspectiveofteachers,AIsolvesthemosttroublesomeprobleminlargeclassteaching.Inthepast,teachershadtospendalotoftimelisteningtotherecordingandcorrectingthepronunciationonebyone.Nowthispartoftheburdenismuchlighter.Itwastiring,andstudentscouldn’tgetimmediatefeedback.Now,theAIdoesthisjob,andteachersnolongerhavetoactas“correctionmachines.”Withthetimesaved,teacherscanfocusondesigningmoreinterestingclassactivitiesorhelpingstudentswhoarefallingbehind.Thisperfectlymatchesthegoalofthe“DoubleReduction”policy:reducingtheburdenwhileimprovingteachingquality.

ConclusionThispaperconductedfourmonthsofsystematicandstandardizedactionresearchatXiadongyingPrimarySchool.ThestudyconfirmedthatAISpeakingCoachisindeeduseableinprimaryschoolEnglishteaching,andcanalsopromotemeaningfuleducationalinnovation.Thedatashowsthattheclassroomlanguageatmospherehaschangedsignificantly.Theinstant,objectiveandhigh-frequencyfeedbackgivenbythisintelligenttoolisequivalenttoaddingapsychologicalbuffertostudents.Speakingpracticenolongerhastobearthestronginterpersonalpressureoftraditionalclassrooms,andthelearningatmospherebecomesrelaxedandsafe.Insuchanatmosphere,studentscantrypronunciationandexpressionwithoutfearofmakingmistakes.Thecommonemotionalbarrierofyoungstudentsinlarge-classsettingshasbeenweakened.Slowly,thestudents’fearofopeninguphassubsidedalot,andthelearningattitudehaschangedfromthepreviouspassiveacceptancetotheactivewanttoparticipate,sothattheycanmoveforward.RelyingontheAI’sprofessionalautomaticpronunciationassessmentsystem,coupledwithimmersivescenesimulation,students’pronunciationaccuracyandspeakingfluencyaregraduallyimproved.Thehelpbroughtbytechnologyhascontributedtoaveryimportantcognitiveshift,allowinglearnerstocrosssimplemechanicalmemorizationandgraduallyestablishmoreindependentandnaturaloralexpression.Timelyon-sitefeedbackcanimmediatelycorrectinappropriateplacesandavoidwronglanguagehabitsfromtakingrootintime,whichalsofillsabiggapthathasalwaysexistedintraditionalclassrooms,thatis,teacherscanhardlygiveone-on-onepersonalizedguidancetoeachstudent.AftertheintroductionofAI,thedivisionofteachingtaskshasindeedbecomemuchmorereasonable.Therepetitivepronunciationtrainingandthehardworkofmarkingpersonalizedoralassignmentsarealllefttotheintelligentsystem,sothatteachersnolongerhavetowasteonmechanicalandendlesserrorcorrection.Inthisway,teachingburnoutcanbereallyalleviated,andtheprofessionalautonomyinthehandsoftheteachercanalsoberegained.Now,theycanspendmoretimeoninnovativecurriculumdesign,givingemotionalcounselingtostudents,andtargetedtutoringforunderachievingstudents.Thesethingsaremorehumaneandcanbetterreflectthetemperatureofeducation.Underthebigplateofthenational“DoubleReduction”policy,introducingAIintoteachingisnolongerassi