信任协议重构：基于TAS三元交互视域下的《计算机网络》教学范式改革研究

Reconstruction of Trust Protocols: Research on Teaching Paradigm Reform in Computer Networks Based on the Perspective of TAS Ternary Interaction

摘要: 生成式人工智能(AIGC)技术的深度渗透，正在从底层逻辑重塑高等工程教育的生态系统，传统教学模式面临结构性失效的风险。在《计算机网络》课程教学中，知识获取渠道的泛在化导致传统课堂的知识垄断地位被撼动，迫使既有的“师生二元”单向传授关系必须进行重构。本文提出一种“教师–AI–学生”(TAS)三元交互视域下的教学新范式，其核心在于重新界定AI的角色——即从单纯的工具升级为具备交互能力的“认知协作代理”。针对网络协议抽象难解及工程配置高精度要求的特征，本研究设计了包含“对抗式验证”与“动态认知脚手架”的教学实施路径。研究通过确立提示词交互规范，并整合GNS3与Batfish建立“生成–仿真–形式化校验”闭环工具链，同步革新过程评价机制。该范式旨在推动教学目标从知识记忆向高阶工程思维的实质性跃迁。

Abstract: The profound penetration of Generative Artificial Intelligence (GenAI) technology is reshaping the ecosystem of higher engineering education from its fundamental logic, exposing traditional teaching models to the risk of structural failure. In the instruction of the Computer Networks course, the ubiquity of knowledge acquisition channels has dismantled the knowledge monopoly of the traditional classroom, compelling a necessary reconstruction of the conventional unidirectional "teacher-student" binary relationship. This paper proposes a novel pedagogical paradigm within the framework of a “Teacher-AI-Student” (TAS) ternary interaction. The core of this paradigm lies in redefining the role of AI: elevating it from a mere tool to an interactive “cognitive collaborative agent”. Addressing the highly abstract nature of network protocols and the rigorous precision required for engineering configurations, this study designs an instructional implementation pathway that incorporates “adversarial validation” and “dynamic cognitive scaffolding”. By establishing prompt interaction specifications and integrating GNS3 with Batfish, the research constructs a “generation-simulation-formal verification” closed-loop toolchain, while simultaneously innovating the process evaluation mechanism. Ultimately, this paradigm aims to drive a substantive transition in educational objectives, shifting from rote knowledge retention to the cultivation of higher-order engineering thinking.