TITLE:
Exploring Generative AI-Enhanced Dialogue Teaching Strategies for Argumentative Classical Chinese in Senior High School
AUTHORS:
Shuojia Cai
KEYWORDS:
Generative Artificial Intelligence, Dialogue Teaching, High School Chinese Language, Argumentative Classical Chinese
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.14 No.5,
May
11,
2026
ABSTRACT: The rise of generative artificial intelligence is driving a shift in dialogue teaching from the traditional “teacher-student” dual-subject model to a “teacher-student-AI” tripartite collaborative model, injecting new momentum into high school Chinese language classrooms. Argumentative classical Chinese, characterized by its logical reasoning and persuasive nature, holds significant value in cultivating students’ critical thinking. In response to current challenges in teaching argumentative classical Chinese—such as imbalanced dialogue subject relationships, misaligned focus of dialogue content, and rigid perspectives in dialogue forms—this paper leverages the strengths of generative AI in scenario simulation and multi-turn dialogue generation. From the perspective of dialogue subjects, teaching optimization can be pursued in three aspects: using teacher-student dialogue as a foundation to refine instructional question design and deepen classroom interaction; using student-student dialogue as an anchor to facilitate group collaboration and promote collaborative knowledge construction; and using student-text dialogue as a lever to construct virtual situational spaces and enrich textual reading information. Empowering dialogue teaching with generative AI not only helps transform Chinese language instruction from one-way knowledge transmission to knowledge construction but also provides an effective pathway for cultivating students’ core competencies essential for future development.