Abstract
In the context of the rapid development of artificial intelligence, generative artificial intelligence offers new possibilities for the transformation of composition teaching in junior high schools. In the face of problems such as monotonous models and insufficient personalization in current composition teaching, this paper explores the intrinsic logic and practical paths of generative AI empowering junior high school composition teaching based on the reality of teaching. The study uses a combination of literature analysis and case analysis to systematically sort out the application value of generative artificial intelligence in writing knowledge generation, thought guidance, language optimization, and composition evaluation. The study found that generative AI helps to stimulate students’ interest in writing, improve their thinking quality and language expression ability, and promote the improvement of students’ aesthetic awareness. Based on this, this paper proposes to promote the scientific application of generative artificial intelligence in junior high school composition teaching by updating teaching concepts and optimizing teaching models.
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How to cite this paper
Generative Artificial Intelligence (Gen AI) Empowering Junior High School Composition Teaching: Intrinsic Logic, Educational Value, and Implementation Strategies
How to cite this paper: Shengzhi Li. (2026). Generative Artificial Intelligence (Gen AI) Empowering Junior High School Composition Teaching: Intrinsic Logic, Educational Value, and Implementation Strategies. The Educational Review, USA, 10(1), 20-24.
DOI: http://dx.doi.org/10.26855/er.2026.01.004