“AI双师 + 虚实工坊”高职数学建模出现的新问题与破解路径

“AI Dual-Teacher + Virtual-Real Workshop” in Higher Vocational Mathematical Modeling: Emerging Issues and Solution Pathways

摘要: 以数学建模课程为案例，探究AI双师课堂所呈现的新问题及其破解路径。在数学建模进程中存在思维过程“黑箱化”与“路径依赖”风险、因“人机”交互而引发的“人际”互动瓶颈、学生对人工智能的盲目依赖以及思维过程的缺失，还有人工智能运用过程中“思政教育”的缺失等问题。针对这些问题，提出的破解路径为：明确教师、学生和人工智能三者之间的关系；限时分层使用人工智能，增加课堂人际互动时长；构建以“学生–费曼学习法”为教学核心的新型教学架构；重塑“教师-AI-学生”的课程思政三元生态。

Abstract: Taking the mathematical modeling course as a case study, this paper explores the emerging issues in the AI dual-teacher classroom and proposes corresponding solution pathways. In the process of mathematical modeling, several problems have emerged, including the risk of “black-boxing” of thinking processes and “path dependence”, the bottleneck in interpersonal interaction caused by human-machine interaction, students’ blind reliance on artificial intelligence and the consequent lack of thinking processes, and the absence of “ideological and political education” in the use of artificial intelligence. To address these issues, the proposed solution pathways are as follows: clarifying the relationships among teachers, students, and artificial intelligence; implementing time-limited, tiered use of artificial intelligence while increasing the duration of interpersonal interaction in the classroom; constructing a new teaching architecture centered on the “student-Feynman Technique” as the pedagogical core; and reshaping the ternary ecosystem of curriculum ideology and politics among “teachers, AI, and students”.