Analysis and Critical Reflection on AI Applications in Junior High School Chemistry Model Lesson Demonstrations
JI Shu-Jun1, XING Wen-Yuan2, CHEN Kai1**
1. School of Environmental Science,Nanjing Xiaozhuang University,Nanjing 211171,China; 2. Affiliated High School of Nanjing University of Science and Technology,Nanjing 210014,China
Abstract Generative artificial intelligence technology is being increasingly applied in the field of chemistry education. This study focuses on lesson cases utilizing AI from the 2025 Jiangsu Province junior high school chemistry model lesson showcase. Employing content analysis,it conducts quantitative analysis and qualitative interpretation of classroom data to examine the core characteristics,application outcomes,existing issues and strategies regarding the integration of generative AI into chemistry lessons. Although the case studies demonstrated AI solutions designed by teachers to address various teaching challenges,they also revealed issues such as monotonous human-machine interaction patterns,a situation where multimodal form outweighs content,excessive delegation of assessment responsibilities to AI,and students’ passive use of AI. Based on the research analysis,it is recommended that these issues be addressed by enhancing the exploratory nature of human-machine dialogue,reinforcing purposefulness and teacher-led instruction,restructuring assessment design,and establishing collaborative application models between teachers and students. This paper reflects on three dimensions:the enhancement of teachers’ AI literacy,methodological limitations,and future research directions,with the aim of providing insights for the profound transformation of chemistry education in the era of artificial intelligence.
JI Shu-Jun, XING Wen-Yuan, CHEN Kai. Analysis and Critical Reflection on AI Applications in Junior High School Chemistry Model Lesson Demonstrations[J]. Chinese Journal of Chemical Education, 2026, 47(17): 78-86.
