Intelligence-driven transformation of junior middle school English differential teaching paradigm--Construction of dynamic adaptation model based on three-layer and four-dimensional architecture

This study constructs an intelligence-driven dynamic adaptation model of differentiated English teaching in junior high schools, and realizes the transformation of teaching paradigm through the trinity structure of "theory-technology-ethics". Pioneering the "three-layer and four-dimensional" framework, transforming the nearest development zone theory into a Bayesian adaptive algorithm, combining knowledge graph and federated learning technology to form a closed-loop system of data perception, decision reasoning, and execution feedback. The empirical study adopts a multi-site quasi-experimental design, and through multi-modal data collection and cross-modal analysis, the significant advantages of the model in core indicators such as hierarchical accuracy and grammatical error rate are verified. Innovatively establish an explainable differentiated decision-making mechanism to significantly improve teaching transparency, and at the same time build a three-layer risk prevention and control system of algorithm bias correction, federal privacy protection, and dual-track decision-making checks and balances, which greatly reduces the ethical risk exposure rate. The research breaks through the static limitations of traditional hierarchical teaching, achieves key technological breakthroughs such as cognitive development tracking and unstructured scene adaptation, and provides an innovative paradigm with both educational theoretical depth and technical feasibility for differentiated teaching in the era of intelligent education. Promote the dynamic adaptive evolution of English teaching from experience-driven to data-driven.