译林版 选择性必修二 Unit 4 Reading 课例改进

夷楚凝

I 文本分析

What： 

本文属于“人与社会”主题范畴下的“科学与技术”子主题，以科普文章的形式深入探讨了人工智能的定义、发展历程以及应用领域。在阐述人工智能为生活带来诸多便利的同时，作者也表达了对其可能引发的潜在威胁的担忧，并倡导以审慎的态度对待人工智能的发展。

Why：

1. 大众科普：旨在向普通大众普及人工智能的相关知识，涵盖其定义、历史发展脉络以及实际应用等方面，助力读者构建起对人工智能较为全面且系统的认知框架。

2. 引发思考：通过深入剖析人工智能可能带来的风险与挑战，激发读者对人工智能发展的深入思考，引导大众关注这一前沿技术对人类社会诸多层面可能产生的深远影响。

How： 

本文是一篇具有说明性质的科普文章，作者运用客观、精准的语言向大众传递有关人工智能的信息。该语篇呈现出以下显著的写作特点：

1. 标题设置：文章标题采用选择性疑问句的形式，使读者能够迅速对该文章的大致内容和结构形成初步印象，有效激发读者的阅读兴趣和探究欲望。

2. 导入方式：鉴于人工智能主题的专业性，为避免内容枯燥难懂，作者在开篇巧妙地构建了一个与日常生活紧密相连的想象场景。这一策略不仅成功地拉近了读者与这一略显遥远且抽象的人工智能话题之间的距离，还为后续内容的展开奠定了坚实的基础，使读者能够更加自然地进入文章情境。

3. 谋篇布局：从文章整体结构来看，前四个段落分别对人工智能的定义、发展以及应用进行了简明扼要的阐述，篇幅相对较短；而第五段则着重探讨了人工智能可能给人类带来的隐忧，篇幅明显较长。由此可以推断，作者借助该语篇意在着重传达以正确态度看待人工智能发展的核心观点。具体而言，作者强调我们在享受人工智能带来的种种便利之时，也必须保持警惕，谨慎应对可能引发的威胁与挑战，以期实现人类与人工智能的和谐共处，促进两者的共同发展。

II 学情分析

高二学生有一定英语基础，对人工智能感兴趣，但理解专业术语有困难。在译林版选择性必修二U4“Living with technology”单元中，该文章探讨人工智能的定义、发展、应用及影响，结构严谨且专业词汇多。教师需结合文本特点，通过预习指导、重点讲解、互动教学和拓展延伸等方式，帮助学生克服障碍，激发兴趣，培养思维能力，引导学生以审慎态度看待人工智能发展。

III 教学设计（1^st/2^nd version）

1^st version

Learning objectives

By the end of the lesson, students will be able to:

1. have a general idea of artificial intelligence, including its benefits and negative effects;

2. predict the structure of an article according to the title and pictures;

3. understand the words’ meaning better in context;

4. tell what attitude we should have to the development of technology.

Teaching procedures

Step 1 Lead-in

1. T describes her dream of developing an intelligent robot to do all the work for her and asks for Ss’ opinions.

Q1: Have you interacted with AI?

Q2: When it comes to AI, what words come to your mind?

【设计意图：教师开门见山询问学生对AI的了解和态度，通过对学生的层层追问，拉近与学生之间的距离，激发学生对于AI这门技术的好奇，同时引出文章标题中的关键词artificial intelligence】

Step 2 Predict for structure

1. T presents the title and the picture of it and guides Ss to predict the structure of the article.

2. T asks Ss to go through the passage to check their predictions.

3. T asks Ss to summarize the main idea of each para. and find which paras belong to each part.

4. T guides Ss to pay attention to the genre of the article.

【设计意图：教师通过步步引导，教会学生如何根据文章标题和文中图片来预测文章的结构。快速通读全文，检验预测。再读文本，找出每段的段落大意并将每段归属于哪个部分。引导学生回看标题，结合文本体裁，梳理出文章的具体结构，培养学生根据标题和图片预测文本结构的阅读技能。】

Step 3 Read for details

1. T asks Ss to underline answers in the book according to the learning sheet and lets Ss take notes on the learning sheet, each one focusing on one detail.

2. T collects one by random and explains some key information one by one.

3. T asks some questions to help Ss think critically and inspires Ss to think about the question: Is AI friendly or frightening to humans?

(1) Para. 2

T: What is deep learning?

(2) Para. 3

T: Which two events are considered as major breakthroughs?

Why these two events are considered as major breakthroughs?

Such advances are friendly or frightening to us?

(3) T shows an application of AI: unmanned factory.

    T: Such unmanned factory is friendly or frightening to us?

(4) T asks Ss to think critically.

     T: How does it affect workers who used to work in the factory?

What other negative effects does AI bring to us?

4. T recombines Ss’s task papers and puts them together into the shape of a robot.

【设计意图：根据任务单，在文中先划出答案, 收集信息。组内信息互换，讨论交流，共同完成任务单，训练学生快速找到细节信息的能力。教师在梳理学生的任务单时，及时提出新的问题，引导学生进行批判性思维，时刻思考文章标题中的问题：人工智能是敌是友？】

Step 4 Read for attitudes

1. T asks Ss to read para.5 and finds out the author’s attitude to AI.

2. T asks Ss to find out Stephen Hawking’s attitude to AI.

【设计意图：通过定位信息源，帮助学生理解作者对于AI 的态度，引发学生深度思考。通过图片、视频引导和课文中引文，帮助学生理解伟大科学家霍金对于AI的态度，霍金对于AI的态度并不消极，只是对于full AI的态度是消极的，训练批判性思维让学生意识到，科技要发展，人工智能要发展，但完全的人工智能是可怕的。引出下文对于发展、使用AI的相关建议。】

Step 5 Read for suggestions

1. T guides Ss to find the author’s suggestions and help them summarize two key points: Be cautious and do not be greedy.

2. T reflects on herself and asks Ss to reflect on themselves.

【设计意图：教师引导学生从文中快速获取信息，理解如何对待AI 这项技术，形成正确的态度和价值观。教师回扣课堂导入的内容，反思自我，不能太贪婪，完全依赖人工智能，指望它们为我们人类做所有的事情。同时，引导学生反思自我，形成完整的课堂闭环结构。引导学生梳理对人工智能的正确态度，激励学生发奋学习，发展科技，让科技服务于人类。】

Step 6 Consolidation

1. T asks Ss to think about the most impressive key words in this lesson.

2. T makes a summary.

【设计意图：教师引导学生快速回顾本节课所学内容，再次总结对文章标题的回答和对人工智能的态度，最终回扣单元标题】

Revised version

Learning objectives

By the end of the lesson, students will be able to:

1. understand the basic concepts of AI and its development process;

2. analyze the applications and impacts of AI in various fields;

3. enhance critical thinking and teamwork skills through role play activities related to AI.

Teaching procedures

Step 1 Lead-in

1. T asks the Ss about their understanding of AI and try to interact with ChatGPT.

Q1: Have you ever interacted with AI?

【设计意图：通过直接提问的方式，激活学生已有的知识储备，并借助ChatGPT的互动功能，激发学生的学习兴趣和探究欲望，为后续深入学习AI主题做好铺垫。】

Step 2 Be a learner

1. T show Ss’ homework: the mindmap of the passage and asks Ss to add some more information in their own work.

【设计意图：利用学生课前完成的思维导图作为起点，引导学生在课堂上进行知识的补充与完善，促进学生的自主学习和知识建构，同时培养他们的信息整合能力】

Step 3 Be an explorer

1. T guides Ss to analzye the passage and answer following questions.

  (1) Para2- Know about AI

     Q1: Do you know any examples of deep learning?

  (2) Para3- Know about AI : Have a quick review of AI’s development

  (3) Para4- Application

     Q1: What are the applications of AI?

     Q2: Any negative effects AI brings to life?

  (4) Para5- Q1: Why is AI frightening?

  (5) Q1: What’s the overall attitude of the author?

     Q2: What’s your answer to the question?

【设计意图：通过有层次的问题链，引导学生对文本进行深度分析，帮助他们从不同维度理解和把握AI的多方面内容（包括基础知识、发展历程、应用及潜在影响等），提升学生的批判性思维能力和文本解读能力】

Step4 Be a critical thinker

1. T introduces the winner of the Nobel Prize of Physics 2024 to know more about the development of AI in recent days.

2.  Activity: Role play- Travel back to the scene and have an imaginary talk.

    Two or more students in a group. One student to be Hinton and others are journalists. Hinton is going to answers questions from journalists. Then students are invited to give a presentation.

【设计意图：借助前沿科学成果的介绍，拓展学生的知识视野，让学生在了解最新研究成果的过程中，加深对AI学科发展动态的理解和认知。读后设计角色扮演活动，创设情境，让学生在模拟访谈过程中，以批判性的眼光审视AI技术的影响，并在小组合作中锻炼他们的语言表达能力和团队协作能力】

Step5 Conclusion

1. T make a conclusion of today’s class.

2. T invites ChatGPT to answer the question: As an AI, what do you think the future of AI?（课堂实时语音互动，生成内容，并投屏展示）

【设计意图：通过课堂实时互动和ChatGPT的内容生成，展示AI技术在教育中的应用潜力，激发学生对AI未来发展的进一步思考，同时以新颖的形式提升课堂的趣味性和互动性，为本节课画上圆满句号】