人工智能时代高校人文学科教师促进学生思维能力发展的教育教学方式探究

Exploration of Teaching Methods for Humanities Faculty in Universities to Foster Students’ Thinking Skills in the Era of Artificial Intelligence

摘要: 人工智能时代的到来，对人文学科的价值与教学范式提出了严峻挑战与历史性机遇。当知识获取与基础文本分析能力被AI极大赋能后，高校人文学科教育的核心使命必须从“知识传授”转向“思维能力发展”。文章首先剖析了AI时代对人文学科思维特质(批判性思维、价值判断、共情与创造)的凸显，进而反思了传统讲授式教学在促进学生思维发展上的局限性。在此基础上，本文系统构建了以“AI为协作者，而非替代者”为核心理念的四种教学方式：批判性对话式教学、生成–甄别式教学、虚实融合的具身化教学以及基于项目的跨学科协同教学，并阐述了新型教学模式实施面临的现实障碍与应对策略。最后，本文探讨了教师角色向“思维教练”“价值导航员”与“跨学科联结者”的转型，以期为人工智能时代人文教育的高质量发展提供理论参考与实践范式。

Abstract: The advent of the AI era presents both severe challenges and historic opportunities for the value and pedagogical paradigms of humanities disciplines. When knowledge acquisition and foundational text analysis capabilities are significantly enhanced by AI, the core mission of humanities education in higher education must shift from “knowledge transmission” to “development of thinking skills”. This paper first analyzes the prominence of humanities-oriented thinking traits (critical thinking, value judgment, empathy, and creativity) in the AI era, then reflects on the limitations of traditional lecture-based teaching in fostering students’ cognitive development. Building on this foundation, the paper systematically constructs four teaching approaches centered on the core concept of “AI as a collaborator, not a substitute”: critical dialogue-based teaching, generation-discrimination teaching, embodied teaching integrating virtual and real-world elements, it also elaborates on the practical obstacles faced in implementing the new teaching model and corresponding countermeasures. Finally, the paper explores the transformation of teacher roles into “thinking coaches”, “value navigators”, and “interdisciplinary connectors”, aiming to provide theoretical references and practical models for the high-quality development of humanities education in the AI era.