Generative AI, with its technological advantages in cross-modal learning and content generation, presents new opportunities for the digital transformation of junior high school information technology courses, facilitating personalized teaching and innovative ability cultivation. It not only enriches learning resources and transforms resource allocation methods, but also drives innovation in teaching models and optimization of evaluation mechanisms, thereby significantly improving teaching efficiency and promoting students; personalized development. However, the application of this technology in classrooms has also revealed potential risks, including misalignment of teacher-student relationships, deviation in value orientation, failure of normative constraints, and behavioral practice irregularities. The causes of these risks can be attributed to four dimensions: application technology methods, value cognition levels, inherent technical flaws, and insufficient competency of users. Through strategies such as reconstructing teacher-student relationships, strengthening value guidance, and enhancing ethical awareness and practical abilities, systematic prevention of ethical risks can be achieved, promoting deeper integration and healthy development of generative AI with information technology education.

Meifen Luo, Bingpeng Yan, Yujing Qu. Research on the Potential Risks and Prevention Strategies of Generative Artificial Intelligence Empowering Junior High School Information Technology Curriculum. Frontiers in Educational Research (2026), Vol. 9, Issue 1: 40-45. https://doi.org/10.25236/FER.2026.090106.

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