Application of Generative Artificial Intelligence in Teaching Reform of University Japanese Language Majors—A Case Study of Teaching Reform Practice of the Japanese Academic Writing Course

Abstract

The rapid development of generative artificial intelligence (GAI) technology has brought new opportunities and challenges to the teaching reform of higher education. Taking Japanese Academic Writing, a core course for university Japanese language majors, as the research object, this paper systematically explores the application paths of generative artificial intelligence in six dimensions: curriculum syllabus optimization, teaching plan reconstruction, teaching content expansion, teaching resource development, teaching method innovation, and teaching evaluation reform, based on the teaching practice of the Japanese Department, School of Foreign Languages, Shaoxing University in the first semester of the 2025-2026 academic year. By comparing the differences between the traditional teaching model and the AI-assisted teaching model, this paper analyzes the significant advantages of generative AI in improving teaching efficiency, realizing personalized learning, and enriching teaching resources, and points out potential problems such as academic integrity risks, inadequate accuracy of linguistic expression, and weakened teacher-student interaction. The research shows that constructing a “human-machine collaboration, student-centered” blended teaching model can effectively solve the problems existing in traditional Japanese academic writing teaching, such as insufficient teaching staff, untimely feedback, and low student participation, and provides a referable practical paradigm for the teaching reform of Japanese language majors in the new era.