TITLE:
AI-Enabled Teaching Design and Implementation of Junior High School English Reading Teaching
AUTHORS:
Yusha Chen
KEYWORDS:
Artificial Intelligence, Junior High School English, Reading Teaching
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.14 No.7,
July
30,
2026
ABSTRACT: Taking junior high school English reading classroom teaching as the research object, this paper explores optimization strategies for large language models to empower English reading teaching design, classroom implementation and teaching evaluation. Supported constructivist learning theory, the English Learning Activity View and AI-assisted language learning theory, this study systematically sorts out the implementation paths of the DeepSeek intelligent model in four dimensions: in-depth discourse interpretation, step-by-step activity design, optimization of students’ language output, and whole-process formative assessment. With a typical reading lesson excerpt from Grade 7 Volume 2 (People’s Education Press edition) as an example, it elaborates on the concrete methods of integrating an AI teaching assistant into the entire teaching procedure. While leveraging the strengths of intelligent technology, the design retains teachers’ leading role in class and avoids tool abuse and students’ technological over-reliance. Furthermore, this paper reflects on existing deficiencies in the integrated application of AI in English teaching, proposes optimization strategies for classroom practice and directions for follow-up research, and provides theoretical support and operable paradigms for frontline primary and secondary school English teachers to carry out intelligent information-based reading instruction.