让文字“活”起来，用科技为想象力插上翅膀。近日，上海金山杭州湾双语学校小学语文五年级《刷子李》一课的教学中，一场融合人工智能技术的创新课堂实践——《刷子李》连环画创作活动，为传统的人物描写教学注入了全新活力。

这篇课文是著名作家冯骥才的作品，讲述了刷墙匠人刷子李技艺高超、一身黑衣却绝不留一个白点的传奇故事。文中对人物的外貌、动作、语言及侧面烘托（徒弟曹小三的心理变化）进行了精妙刻画，是学生学习人物描写、感悟人物性格的经典范本。

为了让学生真正理解“人物描写不是简单罗列‘两只眼睛一张嘴’，而是抓住特征、突出性格”。五年级备课组打破常规，引入AI绘图工具，设计了一项融合阅读、写作与数字技术的项目式学习活动：细读课文 → 提取形象关键词 → 撰写AI提示词 → 生成连环画 → 对照原文反复修改→最终定稿。

学生在熟读课文的基础上，梳理出刷子李的典型形象（黑衣黑裤、悠然刷墙、绝无白点）以及曹小三从半信半疑到崇敬再到恍然大悟的心理轨迹。随后，他们尝试用准确、具体的语言撰写提示词，输入AI工具生成相应画面。提示词的每一次打磨，都是学生对文本细节的再发现。在这样的打磨下，一幅幅生动连贯的连环画在学生手中诞生：曹小三偷偷观察刷子李的衣角、刷子李悠然点烟、墙上那个传说中的“白点”原来只是小洞……画面不仅还原了故事情节，更将人物的神韵定格下来。

从细读课文到撰写提示词，再到反复修改图片，每一个环节都要求学生精准把握人物描写的细节，体会外貌、动作、神态、心理等描写手法带来的阅读感受。当AI生成的画面与文字描述相互印证，抽象的写作知识便化为了可见、可感、可评的学习成果。

这堂“AI+语文”的创新课，一是增强了课堂的趣味性，把静态文字变成动态创作；二是拓展了语文学习方式的边界，用AI工具将脑海中的想象直观外化，帮助学生反哺对人物描写的理解；三是培养了学生的数字素养，让学生懂得如何规范、有效地使用AI，而不是被动接受答案。这堂课不仅让人物描写教学变得生动高效，也为未来语文课堂与技术融合提供了有益的探索样本。

In a recent fifth-grade Chinese language class, an innovative classroom practice integrating AI has injected new vitality into traditional characterization instruction. The activity, centered on creating a comic strip based on the text Brush Li, brought words to life and gave wings to imagination through technology.

The text, written by renowned author Feng Jicai, tells the legendary story of Brush Li, a master plasterer whose extraordinary skill ensures that he never leaves a single white spot on his black clothes. The text masterfully depicts the character's appearance, actions, and speech, while also employing indirect characterization through the psychological changes of his apprentice, Cao Xiaosan. It has long served as a classic model for students to learn characterization and understand personality traits.

To help students truly grasp that "characterization is not simply listing 'two eyes and a mouth,' but capturing distinctive features and highlighting personality," the fifth-grade lesson preparation team broke with convention. They introduced an AI drawing tool and designed a project-based learning activity integrating reading, writing, and digital technology. The structured process included: close reading of the text, extracting key image words, writing AI prompts, generating comic panels, revising repeatedly against the original text, and finalizing drafts.

Based on their thorough reading, students identified the typical images of Brush Li--his black clothes and pants, leisurely plastering movements, and the absence of any white spots--as well as Cao Xiaosan’s psychological journey from doubt to admiration to sudden realization. Students then wrote precise, specific prompts and entered them into an AI tool to generate corresponding images. Each refinement of the prompts became an opportunity for students to rediscover textual details. Through this process, vivid and coherent comic panels were created: Cao Xiaosan secretly checking Brush Li's clothes for white spots, Brush Li leisurely lighting a cigarette, and the legendary "white spot" on the wall turning out to be merely a small hole. The images not only recreated the story's plot but also captured the characters' essence.

From close reading to writing prompts and repeatedly revising images, every step required students to accurately grasp details of characterization and appreciate the reading experience brought by depictions of appearance, action, expression, and psychology. When the AI-generated images aligned with the textual descriptions, abstract writing techniques became visible, tangible, and assessable learning outcomes.

This "AI + Chinese" innovative class achieved three key outcomes. First, it enhanced classroom engagement by turning static text into dynamic creation. Second, it expanded the boundaries of Chinese language learning by using AI tools to visually externalize imagination, thereby deepening students' understanding of characterization. Third, it fostered digital literacy, teaching students how to use AI effectively and appropriately rather than passively accepting answers. This lesson not only made characterization instruction lively and effective but also provided a valuable model for future integration of technology into Chinese language classrooms.

中文 | 汪子祺

英文 | 颜琪

图片 | 各年级组老师

编辑 ｜ 金蕾