AI技术在计算机专业课教学中的应用探索
AI Technology Integration in Computer Science Education: An Exploratory Study
DOI: 10.12677/ces.2025.1310781, PDF,    科研立项经费支持
作者: 郑 涛*, 张耀洪, 王弼虎, 谭思奇:重庆城市科技学院人工智能与大数据学院,重庆
关键词: AI计算机应用探索AI Computer Science Application Exploration
摘要: 在人工智能(AI)技术深刻重构教育生态的当代,构建AI大语言模型的代码动态纠错与反馈教学体系已成为高等教育创新发展的关键之一。该教学模式深度融合AI技术的知识图谱构建、自适应学习算法、智能交互引擎及多模态数据处理能力,系统探索AI技术在高等教育场景中的创新应用。结合“思政引领–技术赋能–能力重构”培养范式,将立德树人根本任务贯穿于智能教学全过程,实现知识传授与价值引领的有机统一。致力于构建“AI + 教育”的深度融合范式,通过智能技术重构教学要素、创新培养机制、完善质量保障,最终培养既具备深厚专业功底,又拥有创新思维和人文素养的复合型人才,为数字经济时代输送适应产业智能化的关键力量。
Abstract: In the contemporary era where artificial intelligence (AI) technology is profoundly reshaping the educational ecosystem, establishing a code dynamic error-correction and feedback teaching system based on AI large language models has emerged as a pivotal aspect of innovative development in higher education. This teaching model deeply integrates the capabilities of AI technology, including knowledge graph construction, adaptive learning algorithms, intelligent interaction engines, and multimodal data processing, to systematically explore innovative applications of AI in higher education settings. By incorporating the “ideological and political guidance - technology empowerment - capability restructuring” cultivation paradigm, it ensures that the fundamental task of fostering virtue and nurturing talent permeates the entire process of intelligent teaching, achieving an organic unity of knowledge transmission and value guidance. Committed to constructing an in-depth integration paradigm of “AI + education,” it aims to reconstruct teaching elements, innovate cultivation mechanisms, and enhance quality assurance through intelligent technologies, ultimately cultivating compound talents who possess both profound professional expertise and innovative thinking as well as humanistic qualities, thereby supplying crucial forces to adapt to industrial intelligence in the digital economy era.
文章引用:郑涛, 张耀洪, 王弼虎, 谭思奇. AI技术在计算机专业课教学中的应用探索[J]. 创新教育研究, 2025, 13(10): 213-217. https://doi.org/10.12677/ces.2025.1310781

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