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生成式人工智能(GAI)逐渐驱动美国一流高校本科教学改革深化,是激活“技术赋能”效应的创新尝试。其以数智技术赋能“教—学—研”协同创新为战略理念,通过加速数智化转型重塑教学技术生态,构建正式与非正式教学活动互补矩阵优化组织形式,依托自上而下的三维支持体系保障实施,基于人才培养特色与教学逻辑理路,形成GAI驱动课堂智能设计、案例教学重构、课程科研融合和教学评估迭代四类创新实践,促动智能技术与高等教育的深度耦合,赋予教学在“AI+”拔尖创新人才培养中的枢纽地位。借鉴美国经验,我国高校应针对现实痛点,架构“点线面体”系统框架,以阶梯式培养体系提升教师AI素养水平,导入交互式智能教学优化实践全流程,突破封闭式教学壁垒强化跨学科协同,联合校外利益相关者构建“政—校—企—研”一体式关联机制。
Abstract：Generative Artificial Intelligence(GAI) is gradually driving the deepening of undergraduate teaching reform in top U.S. universities, serving as an innovative attempt to activate the “ technology empowerment” effect. Guided by the strategic philosophy of leveraging intelligent technology to enable collaborative innovation in the “ teaching-learning-research” ecosystem, it reshapes the teaching technology landscape by accelerating digital and intelligent transformation, optimizes organizational forms through building a complementary matrix of formal and informal teaching activities, and ensures implementation by relying on a top-down three-dimensional support system. Based on the characteristics of talent cultivation and the logical framework of teaching, four categories of innovative practices have been formed: GAI-driven intelligent classroom design, reconstruction of case-based teaching, integration of curriculum and scientific research, and iteration of teaching assessment. These practices not only promote the in-depth integration of intelligent technology and higher education, but also endow teaching with a pivotal role in the cultivation of top-notch innovative talents under the “ AI+” model. Drawing on the U.S. experience, top universities in China should address practical challenges, construct a “point-line-plane-body” systematic framework: enhance teachers' AI literacy through a phased training system, optimize the entire practical process by introducing interactive intelligent teaching, strengthen interdisciplinary collaboration by breaking down closed teaching barriers, and build an integrated “government-university-enterprise-research” linkage mechanism by joining hands with external stakeholders.
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(1)注:“点线面体”系统框架依据“要素筑基—流程贯通—校内拓展—校外联动”的递进逻辑,并体现点动成线、线动成面、面动成体的关联性。“点”(此处指教师AI素养)是“线”上教学实践优化的基础,而“线”的教学实践是“面”上跨学科协同的载体,“面”的校内融合需要“体”的校外生态提供资源支撑,四者共同构成GAI赋能高校教学“融创”的完整闭环。
基本信息:
中图分类号:G649.712;G434
引用信息:
[1]孔新宇,徐国兴.GAI赋能美国一流高校教学“融创”：理念内涵、实践样态与经验启示[J].中国电化教育,2025,No.467(12):81-89.
基金信息:
国家自然科学基金面上项目“拔尖本科生专业学习规律及培优策略研究”(项目编号:72374072); 教育部人文社科一般项目“拔尖本科生培养体系优化策略的理论与实证研究”(项目编号:22YJA880067)研究成果
2025-12-10
2025-12-10