L’INTELLIGENZA ARTIFICIALE NELL’INSEGNAMENTO-APPRENDIMENTO DELL’ITALIANO: UNA PROPOSTA PER LO “STUDENTE-RICERCATORE”
DOI:
https://doi.org/10.54103/2037-3597/30455Abstract
Il presente contributo esplora le potenziali applicazioni e le ricadute dell’Intelligenza Artificiale (IA) nell’insegnamento e nell’apprendimento della lingua italiana, proponendo un approccio che mira a superare la didattica tradizionale della grammatica. Lo studio prende in esame ChatGPT, Copilot e Gemini, analizzando come la capacità di formulare quesiti pertinenti e di valutare criticamente le risposte fornite dall’IA non solo stimola un coinvolgimento attivo con la lingua, ma trasforma lo studente in un vero e proprio “insegnante-ricercatore”, superando la passività dovuta ad esercizi grammaticali ripetitivi. L’obiettivo primario del presente lavoro, dunque, è quello di esplorare le possibili applicazioni e le ricadute dell’Intelligenza Artificiale (IA) nell’ambito dell’insegnamento e dell’apprendimento dell’italiano. Lo studio ha dimostrato non solo le attuali limitazioni di questi sistemi nella comprensione concettuale profonda e nella gestione delle sfumature linguistiche, soprattutto in lingue diverse dall’inglese ma ha sottolineato l’importanza di allenare abilità e conoscenze (meta)cognitive e (meta)linguistiche.
Artificial Intelligence in Italian Language Education: Proposing the “Student as Researcher” Approach
The paper explores the potential applications and implications of Artificial Intelligence (AI) in the teaching and learning of the Italian language, proposing an approach that aims to move beyond traditional grammar instruction. The study examines Large Language Models (LLMs) such as ChatGPT, Copilot, and Gemini, analyzing how the ability to formulate pertinent queries and critically evaluate the responses provided by AI not only fosters active engagement with the language but also transforms the student into a genuine “teacher as researcher”, thus overcoming the passivity resulting from repetitive grammatical exercises. The main aim of the work, therefore, is to explore the possible applications and repercussions of Artificial Intelligence in the context of teaching and learning Italian. The study has demonstrated not only the current limitations of these systems in deep conceptual understanding and in managing linguistic nuances, particularly in languages other than English, but it has also highlighted the importance of training students’ (meta)cognitive and (meta)linguistic skills and knowledge.
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