Optimizing Writing Instruction Using AI: An Empirical Comparison of Traditional Teaching Design and AI-Assisted Teaching Design

Chinese writing instruction faces challenges such as limited lesson preparation resources, monotonous teaching content, and outdated teaching methods, all of which hinder the improvement of students' writing abilities. This paper aims to explore the specific application effects of AI-assisted lesson preparation in Chinese writing instruction. By comparing the practices of the same teacher in two classes-one adopting a traditional teaching design and the other employing an AI-assisted teaching design-this study reveals the impact of AI-generated writing demonstrations and digital interactive tools on stimulating students' creative thinking, enhancing multi-perspective narrative abilities, and improving teachers' lesson preparation efficiency. A comparative case study method was employed, with qualitative data collected primarily through classroom observations and individual interviews, to systematically analyze the differences between the two teaching models in terms of text comprehension, writing task experience, and classroom interaction. The results indicate that although both models share the same overall instructional objectives, the AI-assisted teaching design exhibits significant advantages in stimulating innovative expression and deeper text interpretation, thereby providing new practical insights and theoretical support for the reform of Chinese writing instruction.