Construction and Practice of Lightweight AI Teaching Framework with Ethics Priority: A Study on Differential English Teaching in Junior High Schools from the Dimension of Cultural Competence

Hui Nie

doi:10.63944/jp1c.AIA

Construction and Practice of Lightweight AI Teaching Framework with Ethics Priority: A Study on Differential English Teaching in Junior High Schools from the Dimension of Cultural Competence

Hui Nie (通讯作者)

Chengdu Shude Experimental Middle School (West Campus), China

DOI：https://doi.org/10.63944/jp1c.AIA

关键词：

Differential teaching, Federated Learning, Educational equity

已出版

2025-12-31

摘要: This study constructs an ethics-first lightweight artificial intelligence teaching framework aiming at the practical problems existing in junior middle school English differential teaching, such as rigid stratification mechanism, lack of cultural literacy cultivation and ethical disputes of technology application. The framework realizes non-inductive data collection based on smartphone sensors, uses federated learning technology to build a dynamic grouping model, and incorporates cultural competence as the core dimension into the hierarchical system. A one-semester teaching experiment among 326 students in the eastern, central and western regions shows that the grouping accuracy rate of this framework reaches 89%, students' cultural understanding ability is improved by 44%, the grammatical error rate is reduced by 31%, and the parent data withdrawal request rate is reduced to 0.9%. Research confirms that this framework provides a scalable practical scheme for promoting educational equity through ethical compliance design and lightweight technology path.

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Construction and Practice of Lightweight AI Teaching Framework with Ethics Priority: A Study on Differential English Teaching in Junior High Schools from the Dimension of Cultural Competence

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