Abstract:

[Purpose/Significance] Chinese classical texts are central to preserving and transmitting traditional culture; however, promoting them among children has long faced many obstacles: the linguistic barrier posed by classical Chinese, the cognitive distance caused by cultural discontinuity, and the limitations of static and monotonous promotional forms. These challenges have often resulted in low levels of engagement and comprehension among young readers. The recent emergence of Sora-type video generation models, characterized by their ability to produce coherent long-form narratives, integrate multimodal information, and simulate spatially consistent scenes, opens up new opportunities for bridging this gap. This study aims to investigate how such models can be effectively employed in the promotion of Chinese classics among children, to evaluate their potential benefits and inherent risks, and to develop practical strategies that align technological capabilities with educational and cultural objectives. [Method/Process] This research adopts a combined approach of literature review, case study, and comparative analysis. First, it reviews existing literature on the application of artificial intelligence in reading promotion, highlighting current achievements and limitations. Second, it uses representative Chinese classics, including Shan Hai Jing, Strange Tales from a Chinese Studio (Liaozhai Zhiyi), and The Book of Songs (Shijing), to examine how Sora-generated videos function in different promotional contexts. Third, it constructs an analytical framework based on three interrelated dimensions: scenes, content, and approaches. Within this framework, the study identifies opportunities, delineates challenges, and proposes targeted countermeasures. [Results/Conclusions] Sora-type video generation can substantially enhance the promotion of Chinese classics among children. At the scene level, it allows traditional spaces to be extended into immersive and hybrid environments, thereby broadening access beyond classrooms and libraries. At the content level, it transforms abstract imagery and complex narratives into visual forms, reducing cognitive barriers and accommodating differentiated learning needs. At the approach level, it facilitates text-image complementarity, cross-media integration, and personalized recommendations, thereby strengthening engagement and sustaining reading motivation. However, the study also cautions against significant risks. These include the mismatch between generated content and specific promotional settings, the danger of oversimplification or distortion of classical texts, and the over-reliance on audiovisual materials that might undermine children's ability to engage in deep textual reading. To address these risks, the article proposes a threefold strategy: differentiated scene design, content transformation with cultural fidelity, and complementary pathways that ensure children transition from video to text.

Key words: Sora, Chinese classics, reading promotion, children's reading, generative AI