“师–生–机”三元交互：AI赋能下的数值分析课程设计教学模式创新研究

“Teacher-Student-Machine” Triadic Interaction: Innovating Instructional Design in a Numerical Analysis Course through AI Empowerment

摘要: 当前，教育技术正从辅助工具向重塑教学流程的赋能者演进。针对传统数值分析课程设计中存在的理论实践脱节、教学交互不足、评价维度单一等共性问题，研究超越“技术工具论”视角，构建了一种以生成式人工智能为核心驱动的“师–生–机”三元交互教学模式。该模式以建构主义理论、情境学习理论为基石，将AI技术从辅助工具提升为教学过程中的关键交互主体。研究中，AI深度赋能于跨学科真实任务场景的动态生成、学生编程实践过程的即时反馈与精准辅助，以及教学评价全环节的客观覆盖。初步实践表明，该模式在激发学生学习主动性、提升设计效率与成果质量方面展现出潜力。然而，其长期效果与普适性仍需更严谨的研究设计与数据支撑。研究为人工智能深度融入实践课程教学提供了一个初步的范式探索。

Abstract: Currently, educational technology is evolving from an auxiliary tool to an enabler that reshapes teaching processes. Aiming at the common problems in traditional numerical analysis curriculum design, such as the disconnection between theory and practice, insufficient teaching interaction, and a single evaluation dimension, this study transcends the perspective of “technology-as-tool” and constructs a “Teacher-Student-Machine” ternary interactive teaching model driven by generative artificial intelligence (AI) as the core. Grounded in constructivism and situated learning theory, the model elevates AI technology from an auxiliary tool to a key interactive subject in the teaching process. In the research, AI deeply empowers the dynamic generation of interdisciplinary real-task scenarios, the real-time feedback and precise assistance in students’ programming practice, and the comprehensive and objective coverage of all links in teaching evaluation. Preliminary practice shows that this model demonstrates potential in stimulating students’ learning initiative and improving design efficiency and outcome quality. However, its long-term effects and generalizability require further rigorous research design and data support. It provides a preliminary paradigm exploration for the deep integration of AI into practical curriculum teaching.