从技艺到创造：AGI支持下中小学陶艺课程中审美与创新能力协同培养研究

From Skill to Creation: Research on the Collaborative Cultivation of Aesthetic and Innovative Abilities in Ceramic Art Courses for Primary and Secondary Schools Supported by AGI

摘要: 在数字经济与人工智能时代浪潮下，艺术教育正面临深刻的转型契机。本研究聚焦于中小学陶艺课程，旨在解决其长期存在的重技艺轻创新、教学模式单一及审美教育资源有限等现实瓶颈。传统“填鸭式”教学难以有效培养学生的审美素养与创新能力，限制了学生的个性化发展。为此，文章提出引入生成式人工智能(Generative AI)作为“无限素材生成器”与“创意合作伙伴”，重构陶艺课程体系。首先剖析了传统陶艺课程的现状与困境，进而论证了生成式人工智能赋能教育的理论可行性与技术潜力。核心贡献在于构建了一个“从技艺到创造”的生成式人工智能支持课程模型：在教学目标上，追求审美与创新能力的协同发展；在课程内容上，通过生成式人工智能驱动的创意激发，实现从概念可视化到风格实验的跨越；在教学方法上，倡导人机协同的个性化创作，推动教师角色从知识传授者向创意引导者转变。

Abstract: In the era of the digital economy and artificial intelligence, art education is facing a profound transformation opportunity. This study focuses on the ceramic art curriculum in primary and secondary schools, aiming to address the long-standing bottlenecks of emphasizing skills over innovation, a single teaching mode, and limited aesthetic education resources. Traditional “cramming” teaching is difficult to effectively cultivate students’ aesthetic literacy and innovation ability, which limits their personalized development. Therefore, this article proposes to introduce a general generative artificial intelligence (Generative AI) as an “infinite material generator” and “creative partner” to reconstruct the ceramic art curriculum system. The paper first analyzes the current situation and challenges of traditional pottery courses, and then demonstrates the theoretical feasibility and technological potential of AI-augmented education. The core contribution lies in the construction of a “craft-to-creation” model supported by generative AI: in terms of teaching objectives, the pursuit of the coordinated development of aesthetic and innovative abilities; In terms of course content, generative AI driven creative stimulation enables a leap from conceptual visualization to style experimentation; In terms of teaching methods, it advocate for personalized creation through human-machine collaboration, and promote the transformation of teachers’ roles from knowledge transmitters to creative guides.