The Tension and Reconciliation between Instrumentality and Humanity: The Construction and Practice of a “Human-AI-Text” Collaborative Teaching Model in Primary School Chinese Language Education

Abstract

In the context of digital transformation in education, the integration of AI technology into primary school Chinese language teaching, though widespread, faces a common concern: “technology is present, but humanity is retreating.” This manifests in dilemmas such as blurred role boundaries between human and machine, superficial classroom interaction, fragmented teaching resources, and heightened ethical risks—all rooted in the unresolved tension between instrumentality and humanity. Grounded in human-AI collaboration theory and embodied cognition theory, this paper constructs a “teacher-led, AI-assisted, text-deeply-explored” triadic model termed “Human-AI-Text” collaborative teaching. It systematically clarifies the functional positioning and synergy mechanisms of the three elements. The study argues that the core value of this model lies in delineating human-machine roles, deepening classroom interaction through embodied experience, integrating multimodal resources ecologically, and strengthening ethical norms through data governance, thus achieving a profound fusion of instrumentality and humanity. Practical cases demonstrate that this model can effectively activate students’ learning motivation, optimize the teaching evaluation system, and provide an actionable framework for enhancing primary school Chinese language teachers’ digital literacy.