思政引领与AI赋能双轮驱动下的《光科学文献阅读写作与交流》课程教学改革与实践

Teaching Reform and Practice of the “Optical Science Literature Reading, Writing, and Communication” Course Driven by a Dual-Engine Framework of Ideological Guidance and AI Empowerment

摘要: 本文聚焦研究生公共基础课《光科学文献阅读写作与交流》为改革载体，针对交叉学科研究生面临的学术文献处理效率低下、写作规范系统性训练缺失、价值塑造与专业教育割裂等痛点问题，基于建构主义学习理论、价值观教育理论等，系统构建“思政引领–技术赋能–能力提升”的三维改革框架。通过深度挖掘光科学领域科学家精神、学术规范等思政元素，构建“知识–能力–价值”三位一体育人体系。在思政引领维度，运用情境学习与问题导向学习理念，深度整合光科学领域特色育人资源。同时，在技术层面进行赋能，借助通用大语言模型打造覆盖文献智能检索、学术写作训练与优化引导、学术报告交流训练与规范的全流程的智能教学改革尝试，实现“人机协作”的教学新范式。经过4轮教学实践表明，改革后研究生文献检索效率提升、学术写作规范性评分提高，课程思政满意度达96%，为交叉学科研究生学术能力培养提供了可推广的改革范式。

Abstract: This study centers on the reform of the graduate-level public foundational course “Optical Science Literature Reading, Writing, and Communication”. Addressing key challenges faced by interdisciplinary graduate students—including inefficient academic literature processing, lack of systematic training in writing norms, and the disconnect between values cultivation and professional education—the reform systematically constructs a three-dimensional framework of “ideological education guidance—technological empowerment—capability enhancement”, grounded in constructivist learning theory and values education theory. By deeply integrating ideological elements such as the spirit of scientists and academic ethics within optical science, a “knowledge-ability-value” trinity education system was developed. Within the ideological guidance dimension, context-based learning and problem-based learning approaches were employed to deeply integrate discipline-specific educational resources from optical science. Simultaneously, technological empowerment was achieved through the application of general large language models (LLMs), creating an intelligent teaching reform initiative that covers the entire process: intelligent literature retrieval, academic writing training and optimization guidance, academic presentation training and standardization. This established a novel “human-AI collaboration” teaching paradigm. Four iterations of teaching practice demonstrated that the reform significantly improved students’ literature retrieval efficiency, elevated academic writing quality scores, and achieved a 96% satisfaction rate regarding the integration of ideological education. The study provides a scalable reform model for cultivating academic capabilities among interdisciplinary graduate students.