Abstract

In the context of the 2018 General Education Curriculum, which emphasizes the development of learners’ qualities and competencies, speaking and listening activities in Literature play an increasingly important role in fostering academic communication, critical thinking, and knowledge construction. This article examines the feasibility of organizing speaking and listening activities in high school Literature teaching through an AI-assisted (ipped classroom model based on knowledge control. The study employs document analysis and synthesis, theoretical research, pedagogical observation, and teaching model design to clarify the role of the (ipped classroom in restructuring the academic communication environment and the potential of AI to support foundational knowledge formation, problem activation, and learning interaction. Accordingly, a three-stage process is proposed, including pre-class, in-class, and post-class activities. In this model, AI functions as a cognitive support tool that expands academic communication without replacing students’ reading comprehension, critical thinking, and meaning-making activities. The model emphasizes not the increased use of technology but the organization of an academic dialogue environment in which students compare, critique, verify, and transform information into personal understanding.

Keywords: Academic communication, AI, (ipped classroom, knowledge control, speaking and listening, teaching high school literature.