In an educational landscape dramatically altered by the swift proliferation of Large Language Models, this essay interrogates the urgent this essay interrogates the urgent pedagogical modifications required in secondary schooling. Anchored in Madeline Grumet's triadic framework of curriculum inquiry, the study delineates the multifaceted relationship between Generative AI and Elliot Eisner's explicit, implicit, and null curriculum concepts. It scrutinizes the logistical and ethical challenges, such as the reliability of AI detectors, that educators confront when attempting to assimilate this nascent technology into long-standing curricular structures. Engaging with Ted Aoki's theory of the "zone of between", the essay illuminates educators' dilemmas in reconciling prescriptive curricular aims with the fluid realities of classroom life, all within an educational milieu in constant flux due to Generative AI. The paper culminates in a reflective analysis by the researcher, identifying avenues for further scholarly investigation within each of Grumet's constitutive strands of curriculum theory, thereby providing a roadmap for future research on Generative AI's transformative impact on educational practice.

这篇文章通过Madeline Grumet的课程探究三重模型，研究了生成性人工智能和Elliot Eisner的显性、隐性和空白课程概念之间的多维关系，探讨了教育者在将这一新兴技术融入现有课程结构时所面临的物流和伦理挑战，同时阐述了教育者在Ted Aoki的“中间区域”理论指导下在教室中调和规范性课程目标与流动性现实之间面临的困境，并鉴于Grumet的课程理论构成部分，为今后研究生成性人工智能对教育实践的变革影响提供了进一步学术调查的途径。

运用课程理论为学校中的生成型人工智能提供指导