基于生成式人工智能大模型的环境化学课程教学创新体系路径构建

Pathway Construction for an Innovative Teaching System in Environmental Chemistry Courses Based on Generative Artificial Intelligence Large Models

摘要: 针对《环境化学》课程教学中存在的学生学习兴趣不足、高阶思维能力薄弱、理论联系实际能力欠缺等问题，结合以大语言模型(LLM)为代表的生成式人工智能技术所展现出的重塑教育生态的潜力，本研究致力于构建一个基于生成式AI的《环境化学》课程教学创新体系。该体系以“四阶递进、三维融合”为核心理念，设计了从“辅助–融合–协同–创生”逐级深化的教学改革路径。在每一阶段中，AI技术均与“教学内容、教学方法、教学评价”三个维度实现深度融合，并明确了各阶段的具体目标、关键教学活动、AI应用场景及预期成效。该创新路径旨在推动生成式AI从辅助工具向师生协同的“认知伙伴”转变，促进《环境化学》教学实现从知识传授到能力养成的范式转型，最终培养具备创新精神与实践能力的复合型环境科学人才。

Abstract: In response to issues in the teaching of Environmental Chemistry courses, such as students’ lack of learning interest, weak higher-order thinking skills, and insufficient ability to integrate theory with practice, this study leverages the potential of generative artificial intelligence technology—represented by large language models (LLMs)—to reshape the educational landscape. It aims to construct an innovative teaching system for Environmental Chemistry courses based on generative AI. Centered on the core concept of “four-stage progression and three-dimensional integration”, the system designs a teaching reform pathway that progressively deepens from “assistance→integration→collaboration→creation”. At each stage, AI technology is deeply integrated with the three dimensions of “teaching content, teaching methods, and teaching evaluation,” while specific objectives, key teaching activities, AI application scenarios, and expected outcomes are clearly defined. This innovative pathway seeks to transform generative AI from a mere auxiliary tool into a “cognitive partner” for teacher-student collaboration, promoting a paradigm shift in Environmental Chemistry education from knowledge transmission to competency development, ultimately cultivating versatile environmental science talents with innovative spirit and practical abilities.