Given the rapid advancement of international Chinese education, digital transformation has been established as a core element in improving the quality and efficiency of education. The introduction of AIGC technology has opened up broad prospects for the development of Chinese education. This study systematically explores how AIGC drives the digital transformation of international Chinese education by examining theoretical frameworks, transformation driving mechanisms, practical challenges, and practical approaches. Research suggests that the essence of digital transformation should not only involve the digital upgrading of teaching content, but also encompass the overall optimization of teaching modes, evaluation systems, and learning resources. By leveraging intelligent driven learning process analysis, interactive feedback, and customized content creation, AIGC technology can enhance the interactivity, immersive learning experience, and teaching effectiveness of Chinese education. However, in practical applications, there are obstacles such as incomplete technical implementation, uneven allocation of teaching resources, and inconsistent evaluation criteria. Therefore, this study proposes that in the future, it is necessary to strengthen technical support, improve the construction of digital teaching resources, promote the construction of interactive and immersive teaching scenarios, and enhance teachers' digital skills and evaluation abilities.

　随着国际中文教育的快速发展，数字化转型已成为提升国际中文教育教学质量 与运行效率的重要路径。在人工智能生成内容（AIGC）技术日渐成熟的背景下， 其在国际中文教学资源生成、学习过程支持与教学评价等方面展现出显著优势。 　　本文以“从理论框架到实践路径”为研究主线，系统梳理AIGC赋能国际中文教 育数字化转型的内在逻辑与实现机制，希望可以构建涵盖教学模式、学习支持、评 价体系与资源生态的综合理论框架。研究认为，AIGC通过智能分析、交互反馈与 个性化内容的生成，能够有效增强国际中文教学过程的互动性、沉浸感与学习成 效，其本质是对教学流程、评价方式与资源配置体系的系统性重构。 　　同时，当前国际中文教育的数字化转型仍面临技术应用不成熟、资源分布不均 衡以及评价标准缺失等现实困境。为此，本文进一步提出以技术支撑体系建设、资 源平台整合、沉浸式教学场景构建以及教师数字素养提升为核心的实践路径，试图 为国际中文教育的深度数字化转型提供可操作的实施方案

【目 录】
【摘要】
1. 引言
    1）研究背景及意义
    2）文献综述
    3）研究内容及方法
2. AIGC赋能国际中文教育数字化转型的理论框架
    1）转型理论框架
    2）转型动力机制
3. AIGC赋能国际中文教育数字化转型的现实困境
    1）AIGC 在实际应用中的结构性失衡与风险隐忧
    2）教育机器人技术尚不成熟
    3）教学内容的互动性与沉浸体验不足
    4）数字化教学评价系统的标准不一致
4. AIGC赋能国际中文教育数字化转型实践路径
    1）AIGC赋能的实践维度
    2）夯实国际中文教育数字化的技术支撑
    3）丰富国际中文教育数字化的教学内容
    4）构建国际中文教育数字化教学评价系统
5. 结语
【参考文献】
【论文摘要】

• 李璇(蔚山大学助理教授) | 이선 Corresponding author
• 芮东根(釜庆大学教授) | 예동근