在AI时代守护孩子的思考力与人文根基 I New Chapter in Deep Reading

2025-05-23 09:03发布于湖南

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在长沙市岳麓区彼一米森林学校最近一次的家委会例会上，小学校长钟校以其深邃的教育洞察，为家委们细致描绘了学校对于“整本书阅读”的规划与实践蓝图，引发了在场每一位的共鸣与深思。这不仅仅是一次常规的工作通报，更像是一场关于如何在信息洪流中为孩子构建精神家园、涵养核心素养的智慧碰撞。在AI如影随形，信息唾手可得的今天，我们为何依然如此强调那份捧书静读、潜心思考的“慢功夫”？

如下情境，你是否似曾相识：

当你仪式感满满地泡好一壶茶或者咖啡，摊开一本世界名著，计划读完它。可没看两页，就忍不住拿起手机刷起了短视频，回复了朋友一个又一个消息。一个晚上过去，书才翻了十几页，回味一下，读了些什么？只觉得印象模糊，“好难读进去啊，老走神。”

当看到《最新研究！某种食物竟能100%预防癌症！》类似的文章，只看了加粗的标题和前面几行“惊人发现”，便立刻转发到家族群，并附言“大家赶紧吃起来！” ，完全忽略了文章后半部分提及的“研究尚处初级阶段”、“样本量小”、“仍需更多验证”等关键限定信息。

当你需要向领导解释一个项目延期的原因。写了长长一封邮件，里面堆砌了很多技术术语和过程描述，但领导看完后更加困惑，核心的延期理由、影响以及解决方案反而被淹没在冗长的信息中，不得不反复追问。

我们观察到邀请学生分享一本最近读过的小说。有的学生在讲述的时候，显得有些跳跃，一会儿说开头，一会儿跳到结尾。用了很多“然后…然后…”来连接，形容感受时也只是简单地说：“这本书挺好看的，那个机器人很酷。”却难以清晰地梳理故事脉络，或深入分析为什么觉得它“好看”，“酷”在何处。

我们有没有思考过，有可能这是因为“深度阅读”能力的缺乏。

AI时代的阅读变奏曲：机遇与迷思并存

人工智能的飞速发展，无疑为我们的学习与生活带来了前所未有的便利，阅读领域亦是如此。正如2025年度最新的全球调研数据与权威报道所揭示的那样，AI正在深刻地改变着中小学生乃至成年人的阅读习惯。一方面，AI工具如同一位博学而精准的助手：它可以根据个人兴趣实现“个性化荐书”（约66.8%的青少年体验过此便利），能高效“梳理阅读大纲”（54.3%的青少年认可其价值），甚至帮助我们快速总结长文、解析视频内容，极大地提升了信息获取的效率。在彼一米，我们也乐见孩子们运用适当的AI工具辅助学习，拓展视野。

然而，这份便捷也伴随着隐忧。近六成青少年担心AI可能导致阅读的“碎片化”，忧虑获取的内容可能“不够准确”，更深层次的，是害怕那宝贵的“独立思考能力因此下降”。信息爆炸与知识更新的加速，让成年人也面临同样的困境，部分成年人坦言，过度依赖AI会削弱自身的深度思考和分析能力。这些声音提醒我们，AI可以成为强大的阅读辅助，但绝不能替代我们自主的、深度的思维活动。正如剑桥大学在2024年的一项研究中所指出的，深度阅读群体在识别AI生成虚假信息方面的准确率，要显著高出那些习惯浅阅读的群体。这其中所蕴含的批判性思维，正是AI时代数字公民不可或缺的核心素养。

彼一米在行动：用整本书阅读点亮孩子的心灵

深刻理解深度阅读的价值，并洞察AI时代的教育需求，彼一米森林学校始终将培养学生的深度阅读能力放在核心位置。我们坚信，阅读不仅关乎学业成就，更关乎孩子一生的精神成长与幸福根基。

● 钟校长的远见与引领：整本书阅读的深度规划

在上周四的家委会上，钟校长深入浅出地阐述了学校在高年级推行“整本书阅读”的实践成果与未来展望。她强调，整本书阅读并非简单地增加阅读量，而是一个系统工程，需要科学的选书策略、有效的阅读方法指导、以及鼓励思辨的分享与交流。钟校长分享的不仅仅是“读什么”，更是“如何读得深、读得透”，如何引导孩子从被动接收信息，转变为主动构建意义。这份顶层设计，为彼一米的阅读教育指明了清晰的方向。

● 高年级的先行探索：积淀与成效初显

目前，我校高年级已在整本书阅读方面积累了宝贵的经验。五六年级学科老师精心挑选适合不同年龄段认知特点的经典书目，有共读书目《俗世奇人》、《鲁滨逊漂流记》、《西游记》和《汤姆索亚历险记》，以及涵盖文学、科普、历史等多个领域的选读书目，鼓励孩子们广泛阅读，发展阅读兴趣。通过设计富有启发性的引导问题、填写阅读记录单、组织形式多样的读书分享会、排演课本剧、撰写深度读后感、角色评价讨论等活动，引导孩子们品味作品语言，深入角色内心，探究主题意涵。我们欣喜地看到，孩子们的阅读视野更加开阔，思维的深度与批判性显著增强，表达能力也日益成熟，逐步实现浅层阅读到深度阅读的跨越。

● 全校共读：播撒更广泛的阅读种子

基于高年级的成功经验，也为了让每一个彼一米的孩子都能尽早享受深度阅读的滋养，学校计划在接下来的学期，将整本书阅读活动推广至全校范围。我们将根据不同年级孩子的特点，循序渐进地开展，让阅读的种子在每一个孩子心中生根发芽。

● 家校携手，书香满溢：亲子阅读书单的温情邀约

我们深知，阅读习惯的培养离不开家庭的熏陶。为此，学校将精心整理并向各位家长提供一份“亲子阅读推荐书单”。这份书单不仅包含了适合孩子独立阅读的佳作，更有诸多适合亲子共读的优秀读物。我们期待通过这份书单，搭建起家校共育的桥梁，鼓励家长朋友们与孩子一同徜徉书海，分享阅读的喜悦与感悟，让浓浓书香充盈每一个家庭，让高质量的亲子陪伴在共读时光中自然发生。

● 戏剧的魅力，阅读的延伸：钟校长亲授中文戏剧

更值得一提的是，为了进一步拓宽孩子们理解文本、表达思想的渠道，钟校长还将亲自披挂上阵，开设一门别开生面的“中文戏剧CCA（课外拓展活动）”。这门课程，看似是戏剧表演，实则是深度阅读的极佳延伸与升华。孩子们在揣摩剧本、理解角色、演绎故事的过程中，需要更深层次地理解文本的内涵与情感，学习用语言和肢体生动地表达。这不仅能极大地提升他们的语言运用能力、公众表达自信，更能让他们在团队协作中学会倾听与沟通，在角色扮演中体验共情与理解。

亲爱的家长朋友们，阅读是一场永不落幕的旅行，它能引领我们遇见更广阔的世界，遇见更深刻的自己。欢迎加入彼一米森林学校的“家长读书会”，每月与我们一起共读一本书。

5月份阅读书目《金陵十三钗》，作者：严歌苓；共读分享日：6月19日 15：30；
6月份阅读书目《局外人》，作者：加缪；共读分享日：9月18日 15：30。

共读分享日活动地点：学校图书馆。

在AI时代，深度阅读是培养批判性思维与独立思考的沃土，是涵养人文情怀与共情能力的重要途径，也是激发创新能力与想象力的源泉。彼一米森林学校愿与您并肩，共同为孩子们的未来，奠定最坚实的人文根基，培养他们成为既能拥抱科技创新，又不失人文情怀与独立思考能力的未来创造者。

At the most recent Parent Committee meeting of Changsha BeeMee Forest School, Principal Zhong of the Primary School, with her profound educational insight, carefully outlined the school’s planning and practical blueprint for “whole-book reading,” resonating deeply with everyone present. This was not merely a routine work report but rather a thoughtful exchange on how to build a spiritual home and cultivate core competencies for children amid the flood of information. In today’s world, where AI is ever-present and information is readily accessible, why do we still emphasize the “slow art” of holding a book and reading thoughtfully?

Does the following scenario sound familiar to you?

You brew a cup of tea or coffee with a sense of ritual, open a world classic, and plan to finish it. But after reading just a few pages, you can’t resist picking up your phone to scroll through short videos and reply to message after message from friends. After a whole evening, you’ve only flipped through a dozen pages. Reflecting on what you’ve read, the impression is vague: “It’s so hard to concentrate; I keep getting distracted.”

When you see an article titled “Latest Research! A Certain Food Can 100% Prevent Cancer!” you only read the bold headline and the first few lines of “amazing discovery,” then immediately forward it to your family group with a note saying, “Everyone, start eating this now!” completely ignoring the crucial disclaimers in the latter part of the article such as “the research is still preliminary,” “small sample size,” and “further verification needed.”

When you need to explain to your supervisor why a project was delayed, you write a long email filled with technical jargon and process descriptions. However, after reading it, the supervisor becomes more confused because the core reasons for the delay, its impact, and the solutions are buried in the lengthy information, forcing repeated follow-up questions.

We have observed that when students are invited to share a recently read novel, some tend to jump around in their storytelling-talking about the beginning one moment and the ending the next. They use many “then… then…” transitions and, when describing their feelings, simply say, “This book is pretty good, and that robot is cool,” but struggle to clearly outline the plot or deeply analyze why they found it “good” or what made it “cool.”

Have we ever considered that this may be due to a lack of “deep reading” ability?

Artificial Intelligence Era’s Reading Variations: Opportunities and Dilemmas Coexist

The rapid development of artificial intelligence has undoubtedly brought unprecedented convenience to our learning and daily lives, including the realm of reading. As revealed by the latest global research and authoritative reports in 2025, AI is profoundly changing the reading habits of primary and secondary students as well as adults. On one hand, AI tools act like knowledgeable and precise assistants: they can provide “personalized book recommendations” based on individual interests (experienced by about 66.8% of teenagers), efficiently “outline reading summaries” (recognized by 54.3% of teenagers), and even help quickly summarize long texts and analyze video content, greatly enhancing information acquisition efficiency. At BeeMee, we welcome children’s appropriate use of AI tools to assist learning and broaden their horizons.

However, this convenience comes with concerns. Nearly 60% of teenagers worry that AI may lead to “fragmented” reading and fear that the content acquired may be “inaccurate.” More deeply, they fear that the precious “ability to think independently” may decline as a result. The explosion of information and accelerated knowledge updates also pose the same challenges for adults. Some adults admit that overreliance on AI weakens their deep thinking and analytical abilities. These voices remind us that AI can be a powerful reading aid but must never replace our autonomous, deep cognitive activities. As a 2024 study by Cambridge University pointed out, deep reading groups have significantly higher accuracy in identifying AI-generated false information than those accustomed to shallow reading. The critical thinking embedded in this is an indispensable core literacy for digital citizens in the AI era.

BeeMee in Action: Illuminating Children’s Hearts Through Whole-Book Reading

With a deep understanding of the value of deep reading and insight into the educational needs of the AI era, BeeMee Forest School has always placed cultivating students’ deep reading abilities at its core. We firmly believe that reading is not only related to academic achievement but also to children’s lifelong spiritual growth and foundation for happiness.

● Principal Zhong’s Vision and Leadership: A Deep Blueprint for Whole-Book Reading

At last Thursday’s Parent Committee meeting, Principal Zhong eloquently explained the school’s practical achievements and future prospects in implementing “whole-book reading” in the upper grades. She emphasized that whole-book reading is not merely about increasing reading volume but a systematic project requiring scientific book selection strategies, effective reading method guidance, and encouraging thoughtful sharing and discussion. Principal Zhong shared not only “what to read” but also “how to read deeply and thoroughly,” guiding children to shift from passively receiving information to actively constructing meaning. This top-level design provides a clear direction for BeeMee’s reading education.

● Pioneering Exploration in Upper Grades: Accumulation and Initial Results

Currently, our upper grades have accumulated valuable experience in whole-book reading. Subject teachers in grades five and six carefully select classic books suitable for different cognitive levels, including shared reading titles such as Ordinary World, Robinson Crusoe, Journey to the West, and The Adventures of Tom Sawyer, as well as optional readings covering literature, science, and history. Children are encouraged to read widely and develop their interests. Through thoughtfully designed guiding questions, reading logs, diverse book-sharing sessions, staged plays, in-depth book reports, and role evaluations, children are guided to savor the language, delve into characters’ inner worlds, and explore thematic meanings. We are delighted to see their reading horizons broaden, critical and deep thinking significantly improve, and expressive abilities mature, gradually bridging the gap from shallow to deep reading.

● Whole-School Reading: Spreading the Seeds of Reading More Broadly

Building on the success in upper grades and to ensure every BeeMee child can enjoy the nourishment of deep reading early on, the school plans to expand whole-book reading activities to the entire school in the coming semester. We will carry out the program progressively according to the characteristics of different grade levels, allowing the seeds of reading to take root and grow in every child’s heart.

● Home-School Partnership, Filled with the Fragrance of Books: A Warm Invitation to Parent-Child Reading Lists

We understand that cultivating reading habits cannot be separated from family influence. Therefore, the school has carefully compiled and provided parents with a “Parent-Child Reading Recommendation List.” This list includes excellent works suitable for children’s independent reading as well as many outstanding books for parent-child shared reading. We look forward to building a bridge for home-school co-education through this list, encouraging parents to explore the sea of books with their children, sharing the joy and insights of reading, filling every home with the fragrance of books, and naturally fostering high-quality parent-child companionship during shared reading time.

● CCA The Charm of Drama, an Extension of Reading: Principal Zhong’s Chinese Drama CCA

Notably, to further broaden children’s channels for understanding texts and expressing ideas, Principal Zhong will personally lead a unique “Chinese Drama CCA (Co-Curricular Activity).” While seemingly a drama performance course, it is actually an excellent extension and elevation of deep reading. As children study scripts, understand characters, and enact stories, they engage in deeper comprehension of textual meaning and emotions, learning to express vividly through language and body. This greatly enhances their language skills and public speaking confidence, while also teaching them to listen and communicate in teamwork and to experience empathy and understanding through role-playing.

Dear Parents and Friends,
Reading is a never-ending journey that leads us to encounter a broader world and a deeper self. You are warmly invited to join BeeMee School’s “Parent Book Club,” where we read one book together each month.

June Book: The Flowers of War by Yan Geling; Sharing Session: June 19th, 3:30 PM;
September Book: The Stranger by Albert Camus; Sharing Session: September 18th, 3:30 PM.

Sharing sessions will be held at the school library.

In the AI era, deep reading is the fertile ground for cultivating critical thinking and independent thought, an important path to nurturing humanistic spirit and empathy, and a source of inspiration for creativity and imagination. Changsha BeeMee Forest School is committed to standing alongside you to lay the firmest humanistic foundation for our children’s future, nurturing them to become future creators who embrace technological innovation while preserving humanistic values and independent thinking.

撰文 Author & 翻译 Translator: 刘斯亮 Ada Liu

一审 First Reviewer: 卢思莹 Daisy Lu

二审 Second Reviewer: 彭瑶 Tiffany Peng

终审 Final Reviewer: 钟焱莉 Anna Zhon