The Current Situation of AI Foreign Language Education and Its Influence on College Japanese Teaching

The traditional Japanese teaching method focuses on the basic theory education, too much emphasis on the Japanese grammar teaching, and the students who are trained have strong ability to take the test, but the Japanese Listening and speaking ability is weak, which is difficult to adapt to the needs of the test. Under the background of the Internet Age, the Japanese teachers should make full use of the Internet connection and information-based teaching methods to give full play to the main position of the students, actively guide, and make Students actively learn knowledge, strengthen skills, and cultivate students’ comprehensive abilities in listening, speaking, reading and writing.

Some representative references about AI AI application in foreign language teaching. Yu and Wang (2019) explained in detail the definition of “knowledge outsourcing” and the definition based on four layers of knowledge outsourcing. Chen, Huang, Zeng (2019) explained the functions and roles of AI in the world, and gave great help to the four challenges AI teachers will face in the future, such as technical, application, acceptance, ethical judgment and future development direction. Gao (2019) mentioned in the research on the role orientation and transformation of teachers in the context of AI that the role of practical teachers changed from lecturer to tutor, from single leader to collaborative learner. The emergence and development of song (2019) information technology has provided many teaching tools for the education industry, such as PPT, pictures, videos and other content display by the original abstract teaching content in a specific way in front of students. Zhou (2019) explained clearly the application analysis and ways of network resources in Japanese teaching. Yu (2018) proposed that under the background of AI Artificial Intelligence in the future, teachers, as the main participants of school curriculum reform, must provide accurate preparation for students. It must be consistent with personalized talent training and ability improvement. First of all, we must pay more attention to the cultivation of core quality oriented talents. It should be the core and focus of human teachers’ attention to change from knowledge system oriented teaching, to the cultivation of core literacy, to the application of situational socialization of students’ creative ability, aesthetic ability and collaborative ability. Secondly, we should pay more attention to the cultivation of the thinking mode of man-machine combination. Using the thinking mode of man-machine combination to significantly improve the productivity of education, education can achieve the large-scale coverage of everyone, and can achieve the personalized development matching with.

“In December 2015, Xi Jinping attended the second world Internet Conference and made an important speech. At the meeting, China Internet development foundation established “China Internet + alliance” with relevant enterprises. This series of policy background and situation marked the real arrival of China’s “Internet +” era. In addition, Yu Weiguo, Secretary of the CPC Fujian Provincial Committee, put forward “a higher starting point to promote the construction of a new Fujian” on April 17, 2019, during the inspection of the work of the provincial government, which said that the development of Fujian’s digital economy has stepped into a fast lane. According to the data, at present, the total digital scale of the country has exceeded 130 million yuan, forming a digital economic development grid with software and information technology service industry, communication service industry as the growth point, big data, Internet of things, cloud computing, mobile Internet, artificial intelligence, etc. as the breakthrough population.

Therefore, we should attach importance to Internet economic thinking in economic development. At the same time, foreign language education should conform to the trend of the new era and cultivate more useful talents for our country. The era of “Internet +” is such an era. It has been integrated into all aspects of our life and has a great impact on our study and life. Therefore, under the background of “Internet +” and “Ai +” era, the current situation of foreign language teaching, how to conform to the trend and integrate with the reality, is worth us to sort out and analyze. Therefore, the use of network resources in foreign language teaching has three importance: first, network learning resources are very rich, students can choose freely, which can greatly improve the learning efficiency of students, and promote them to form a good habit of independent learning. 2 Network resources make Japanese teaching more impressive, including images, audio, video, animation, etc. teachers can step-by-step teaching, and gradually cultivate students’ foreign language literacy. At the same time, students can also deeply study foreign language structure. In the learning of these resources, we should play a subjective initiative. Acquire rich foreign language knowledge and arouse students’ strong interest and enthusiasm. Three, network resources originally belong to modern information technology, which is different from traditional teaching. It is more innovative and meets the needs of modern education. Teachers can implement targeted teaching to cultivate the ability and quality of each student. It can be seen that the application of Internet resources in foreign language teaching is very important.

In this case, due to the limited ability and capacity of individual learning time information processing, it will be more difficult for a single individual to cope with the exponential and growing information and obtain the content to meet the needs of individual development. Under the inevitable pressure, the change of the traditional way of knowledge will inevitably result in the outsourcing of knowledge. Therefore, we need to think with the help of intelligent devices to adapt to the new way of life in the environment of information upheaval. Therefore, the concept of “knowledge outsourcing” in the era of artificial intelligence and its significance and development status.

Yu and Wang (2019) pointed out in the definition and meaning of “knowledge outsourcing”, the emergence and wide application of intelligent technology and intelligent equipment have brought opportunities for the change of human knowledge mode. Intelligent equipment has gradually become an important tool to assist human thinking and knowledge, and the thinking mode of man-machine combination will also become the basic thinking mode for human beings to adapt to society in the information age, which can assist human beings to adapt to the society The basic direction of the transformation of human thinking direction is to break through the limit of individual knowledge, control the complex situation beyond the level of individual knowledge, deal with the massive information beyond the ability of individual knowledge, and deal with the behavior evolution beyond the speed of individual knowledge. Because the core of the direction of thinking and knowledge with the help of external devices is to outsource the lack of human knowledge ability to external intelligent devices, it is defined as “knowledge outsourcing”. From the perspective of foreign language teaching, foreign language learning is the process of establishing a social knowledge link between individuals and external networks. The link moves from a pure human perspective to a dual perspective of human and knowledge. The link process includes two types of nodes: social network relationship node and knowledge network relationship node. Through this node as content sharing, the negotiation and exchange of foreign language learning can realize the connection, aggregation, sublimation and creation of knowledge, and then extend the brain of a single individual to realize the promotion of the depth of knowledge. As a knowledge scaffold for foreign language learners to expand the breadth and depth of learning, it can provide support for learning from different perspectives. Its cognitive outsourcing can be divided into four types: one is the outsourcing of connecting computing information: the functions of growing information memory, storage, processing, supplement and auxiliary. 2. Outsourcing of connected perceptual information: strengthen the recognition of learning image, voice, emotion and perception. Third, outsourcing of connected cognitive information: it emphasizes the function of computing, reasoning and analyzing the complex information behind the perceptible transaction. 4. Outsourcing connecting social networks: an important way for individuals to interact directly and indirectly to promote domain accumulation and social development, and to promote deep-seated exchange, sublimation and feedback of knowledge.

The role and function of “Ai +” in Japanese teaching is to construct specific Japanese teaching work under the framework of human-computer cooperative teaching, give full play to the work of Japanese teaching and show the cooperation with Japanese learners and promote the development of students’ all-round learning, practice the tacit understanding of Japanese efficient teaching, and show the core value of AI as the two main bodies of artificial intelligence and human brain intelligence Value. Therefore, Yu and Wang (2019) play four main roles: one is AI agent, two is AI assistant, three is teachers and AI partner.

1. 1.

   AI agent is a low-level collaboration, which means replacing the real teachers’ intelligent style of dealing with low-level, monotonous and repetitive work, and using calculators to deal with simple things. For example, grading, assignment, examination paper, grading, score statistics, lesson preparation, parents’ feedback, etc. These tasks are highly repetitive and regular, with low intellectual input, but they need to spend a lot of time and energy, make teachers overwork, affect teachers’ satisfaction and identity to their work, and even affect teachers’ teaching, professional development, and the creativity of education.

2. 2.

   AI assistant means that Japanese teachers can use AI to deal with mechanical repetition automatically, which can greatly improve work efficiency, and can deal with problems with complete rules. However, the process of education is also the process of emotional interaction and creation besides knowledge transfer. Japanese learners’ subjective feelings, emotional experiences, etc. have an important impact on learners’ subjective feelings, emotional experiences, etc. on learning results. However, AI agent can not analyze the problem by combining the emotional experience and life experience of learners, which makes it difficult to make a precise and comprehensive interpretation of the meaning behind the evaluation report of Japanese learners, and then it is difficult to provide adaptive solutions, which is the bottleneck of AI agent. In this case, Japanese teachers should intervene to play a guiding role in the machine, let AI act as a Japanese teacher assistant, enhance the intelligence and intelligence of AI in dealing with affairs through the education intelligence of Japanese teachers, so as to improve the efficiency of Japanese teachers in dealing with teaching and educating people. Therefore, the AI assistant is a Japanese teacher’s use of AI to improve the normal work efficiency. It is the embodiment of low intelligence in AI. With the help of its perceptual intelligence, it can process the teaching and learning data collected. The Japanese teacher provides meaning and interpretation for the data, and the teacher will enhan.

3. 3.

   AI teachers are super Japanese teachers who combine human and computer. At this time, AI has cognitive intelligence, which can significantly enhance the ability of teachers in perception and knowledge, break through the limit of teachers’ individual knowledge, and make Japanese teachers have greater educational creativity. Traditional Japanese teachers emphasize the design of teaching, the teaching of content, the evaluation and feedback of learning. In the era of artificial intelligence, knowledge is no longer the only standard to measure Japanese learners. The cultivation of corresponding problem-solving ability, the improvement of creativity, the shaping of social interaction ability, and the correct guidance of mental and physical health are all important aspects of Japanese teachers’ work, such as educating people, facing the typical problems such as fighting, early love, over worship of stars and so on in the process of children’s growth Often because they don’t understand the characteristics of pedagogy, psychology, social science and other knowledge behind the problem, they can’t start, or just teach or intervene rudely, which is not conducive to the healthy growth of children. In the face of such a complex Japanese teaching work, teachers need to have the ability to make correct decisions according to the analysis of teaching development and laws, and then promote teaching management and education quality improvement.

4. 4.

   AI partner is the most advanced human-computer collaboration mode. At this time, AI has social intelligence, and can interact with human Japanese teachers in a social way. At the same time, AI’s creativity and autonomy reach the level of human Japanese teachers. It can independently communicate with human Japanese teachers in an equal way, and Practice co evolution and mutual promotion. When AI’s intelligence and autonomy are further enhanced and enter the era of strong artificial intelligence or super artificial intelligence, AI will become a socialized and independent individual with independent consciousness and independent problem-solving partner of AI Japanese teachers and human Japanese teachers. AI will no longer rely on the problem-solving rules designed by human Japanese teachers, but can be an individual with social intelligence and human day The acquisition of new rules in communication and coordination provides new services. Therefore, as the highest form of human-computer collaboration, AI partner’s socialized intelligence is the vision of AI technology development. It will still rely on a large number of social and cultural interaction data, and no longer rely on human summarized data interaction rules and patterns. Therefore, human Japanese teachers should not only cooperate with machines, but also guide the development of machine intelligence. As a kind of outsourcing of social intelligence, machines can help and promote human beings according to their reasonable needs. It will also show different expressions of joy, anger, sadness, joy and so on because of human guidance. This kind of behavior and human is a kind of partnership and an intelligent machine with emotional life, rather than a lifeless intelligent machine.

From the role and function of “Ai +” in Japanese teaching, we can see that the reasonable use of network resources is very important for Japanese teaching. Schools must plan carefully and build a good learning environment so that AI can interpret its functions. It has three unique advantages in foreign language teaching. First, AI intelligent resources generated through network resources belong to modern information technology, which is different from the traditional teaching mode. It is innovative and adapts to the needs of modern education. Second, AI teaching makes Japanese learners more intuitive, including images, music, video, animation, etc. teachers can gradually cultivate students’ Japanese literacy step by step. Three AI learning is very rich, students can choose freely, which can greatly improve the learning efficiency of students and promote them to form a good habit of independent learning. In addition, the use of AI intelligent resources can enhance students’ listening ability while learning Japanese. In the traditional way of listening teaching, students’ Japanese listening is generally weak, and the incomplete listening system makes foreign language learning unable to break through and slow progress. In order to improve students’ listening ability, we should make full use of AI intelligent resources to train students in Japanese and gradually develop their listening ability. At the same time, students need to actively communicate with teachers to fill their own learning loopholes. So as to practice the comprehensive and balanced development. The resources and contents of AI intelligence are very rich and extensive. Teachers should consciously choose to help students with foreign language listening training and testing with the help of rich and diverse teaching resources. In combination with students’ individual characteristics, they should carry out various teaching courses to improve their listening ability.

In addition, because of AI resources, improve students’ Japanese reading skills, reading and writing as an important part of learning Japanese, students must fully understand and master the basic reading ability. In the classroom, teachers can use AI teaching to improve students’ Japanese reading literacy and help them to learn comprehensive Japanese knowledge. For example, teachers can organize students to watch micro courses for one-to-one reading training. At the same time, the school can set up an organization to arrange Japanese listening exercises in class according to the time and times of the curriculum, so as to effectively enhance students’ reading ability. What is the meaning of asking students questions through AI intelligent resources? At the same time, teachers provide Japanese reading skills and methods to master correct Japanese reading skills.

Using AI intelligent equipment can improve the spoken Japanese level. In the training of spoken Japanese, because there is no environment to communicate with foreigners, it is always the most difficult. Therefore, teachers can use the diversity of AI intelligence to improve students’ oral Japanese level. Therefore, teachers can use the diversity of AI resources on the Internet to provide an opportunity platform for Japanese communication and expression. Also through AI platform, set up listening practice, let students listen more and understand more properly every day. Teachers can also use AI for Japanese video endorsement or interview practice, download software and app, etc. Interactive teaching and application of Japanese at any time.

Therefore, network AI learning is a necessary tool for future development. Practice teaching effect through teaching and communication. Through the above analysis, we know that AI intelligence is very important for Japanese teaching and learning. In the course of Japanese learning in the future, it can be imagined that the application of AI Artificial Intelligence is becoming more and more popular and developed. The use of AI is not only around every aspect of our lives. Especially in the study of various subjects, we should rely on his support and assistance. Therefore, in addition to the development of Japanese education, it is also necessary to have a better active use and understanding. Therefore, it can be predicted that the relationship between AI and foreign language teaching is mutually enhanced and shaped. The mutually evolved AI can not only enhance the teaching ability of Japanese teachers, but also enhance the educational wisdom of AI. Therefore, in this mutually reinforcing development and evolution, Japanese teachers will face the challenges of AI’s technicality, usability, acceptability and ethics. In Japanese teaching, AI teachers have the superficial ability to provide learners with personalized learning experience, and can also liberate human teachers, so that human teachers can get rid of heavy, repetitive and monotonous lectures and homework correction work. We should pay more attention to the research of innovation and enter a new era of innovation and breakthrough.

It can be imagined that in the future, the relationship between AI and Japanese teachers is mutually reinforcing, shaping and advancing.

In this way, AI can enhance the ability of Japanese teachers to carry out educational work, and Japanese teachers can also enhance the educational wisdom of AI. In this mutually reinforcing development and evolution, the following three core types of Japanese education may emerge. 1. The change of the focus of Japanese teacher’s work: in the future, the focus of teacher’s work in the era of human-computer cooperation is not only the traditional “preaching, teaching and solving puzzles”, but also the need to stimulate students’ curiosity and imagination, cultivate creative critical thinking, so as to achieve individualized and accurate education for students. The core value of teachers is not only the development of subject knowledge and professional skills, but also the cultivation of teachers’ core literacy, such as humanistic background, responsibility, national identity, cross-cultural communication and aesthetic appreciation. The teacher’s responsibility is not to irrigate knowledge, but to help students to dig out everyone’s superficial quality, to become the spiritual tutor of students, to play a wise role in cultivating students’ wisdom, helping students to become talents and enlightening students’ minds. Human Japanese teachers will not be replaced, but cooperate with artificial intelligence teachers to undertake teaching tasks, and show their unique advantages in the process of human-computer cooperation. In the future, Japanese teachers will be able to provide reports of diagnosing students, and explain and treat the functions of their programs in combination with artificial intelligence technology. Therefore, in the future, Japanese teachers will have a more detailed and individualized division of labor. The individualized problems will be completed by human teachers, and the common and simple repetitive problem. 2. The change of teachers’ working style. In the era of artificial intelligence, teachers’ working style will change greatly, most of the knowledge teaching will be undertaken by artificial intelligence, more of which is the design of learning, urging, encouraging and accompanying, more of which is the emotional communication between teachers and students. The future education environment is a combination of virtual and real environment supported by artificial intelligence. There are thousands of learning services online and offline. Different AI supports students’ free combination and teachers play different roles, such as learning service design, learning companionship, emotional motivation, learning problem diagnosis and transformation, learning guidance student cliff development planning, planning and design of social activities, etc. The main work style of teachers will change in time and quality. The future work of teachers will become (1) design and development of learning services. (2) Personalized guidance. (3) Organization of comprehensive learning activities. (4) Social network connection guide. (5) Diagnosis and improvement of learning problems. (6) Mental health management and counseling. (7) Physical health monitoring and promotion. (8) The influence of faith and value. (9) Development assessment and improvement. (10) The influence of cliff development planning. (11) Peer help professional growth. (12) The final account of human-computer education. (13) AI education service ethics supervision. Teachers’ social coordination has changed. Social division of labor or social coordination is the external manifestation of production relations. Efficient social division of labor is an important way to simplify labor, improve work efficiency, and promote productivity change. However, the change of technology driven work style and the large-scale improvement of work efficiency will lead to the incongruity between traditional social division of labor and production relations, and then lead to the change of social division of labor. The industrialization revolution has promoted the large-scale and refined social division of labor, which makes the role of teachers as knowledge imparters more and more prominent, and the category of teachers’ knowledge inheritance more specific: with the impact of artificial intelligence on the field of educational reception, the social division of teachers needs to be further changed. In the future (1) teachers’ social division of labor is more and more detailed, and teachers’ responsibilities are more and more professional. (2) The work of teachers has changed from the simple coordination of individuals to the large-scale coordination of groups. (3) The process of teachers’ work is more and more smooth, and the boundary is more and more fuzzy. (4) The cooperative objects of teachers’ work are more and more diverse, and human-computer cooperation has become the mainstream instead of human cooperation.

Based on the explanation and analysis of the above related theories, the author tries to interview ten experts who are engaged in Japanese teaching by oral way. There are five parts in the questionnaire. The first part is the basic information: including gender, age, years of Japanese teaching. The second part is the current situation of “Ai + Japanese Teaching”: including whether there is any way of using artificial intelligence in teaching, and what is its situation?. The third part uses the content of the third chapter to access whether artificial intelligence actually includes the main roles and functions of the four AI agents, two AI assistants, three AI teachers and AI partners. The fourth part is the interaction and influence between AI and teachers in the future. The results are as follows: the first part of the basic information: male teachers (3 persons), female teachers (7 persons). Age: 40–50 years (5 persons), 50–60 years (5 persons). Teaching years of Japanese: 5–10 years (6 persons), more than 10 years (4 persons).

The second part is the current situation of “Ai + Japanese Teaching”: all the teachers use AI to engage in teaching and auxiliary teaching. Among them, 8 teachers think it is necessary to use this way to interact in listening and speaking. Moreover, the students’ ability of listening and speaking has been improved in a short period of time due to AI teaching, and they are also more dare to speak and face unclear questions. At the same time, AI teaching courses are being implemented and developed in these teachers’ schools.

The third part of AI includes four parts in practice: the main roles and functions of AI agent, AI assistant, AI teacher and AI partner. In terms of the role of agent and assistant teachers, the five young teachers think it is possible, but the older teachers don’t agree with it. They think AI can’t replace teachers’ intentions and feelings. At the same time, the data and data of AI must be input by teachers in advance to respond correctly. But it is feasible in the roles and functions of AI teachers and AI partners. In particular, it is very appropriate to input the theoretical knowledge before teaching and partner role-playing.

The fourth part is the interaction and influence between AI and teachers in the future. All the teachers agree that it is necessary for the future cooperation of human-computer teaching. Because it can achieve the effect of division of labor and coordination. It’s true that basic theoretical information can also be properly input. Let AI teachers replace human teachers in teaching. And it can make students do more practice and response, and at the same time, it can reduce the burden of human teachers, make more interaction with students and carry out teaching development and research. For teachers, the coordination between AI and teachers is very important and can help students improve the number and practice of listening, speaking, reading and writing. Therefore, Japanese teachers agree that AI + Japanese teaching is the trend of future development, and also encourage Japanese teachers to break through personal factor learning and AI interaction. Develop vivid, lively and creative Japanese teaching.

In the process of the integration of artificial intelligence and education, with the increasing ability of artificial intelligence in helping teachers to solve problems such as teaching design, teaching implementation, after-school guidance, intelligent evaluation, intelligent teaching and research, individual reflection, etc., machines will gradually replace the cooperative teachers, listening and evaluating teachers in traditional teaching and become the most important working partners of teachers. Therefore, this study suggests that teachers engaged in foreign language teaching and Japanese Teaching in the future should actively cooperate with and develop online teaching and Ai Ai Ai teaching courses. In the face of the needs of the vast number of learners, we should break through the traditional teaching methods, develop situational intelligent teaching, develop a lively and organized teaching system for students, and achieve accurate teaching. Teachers will become students’ companions in the learning process to meet students’ personalized needs and development. To encourage students to have situational knowledge and to be able to really put themselves into the real correspondence when learning a foreign language. Therefore, the future “Ai + foreign language teaching” and “Ai + Japanese Teaching” are the development trend, and every foreign language learner and foreign language teacher must learn and develop.