生成式人工智能素养导向的双轨式职业本科教学模式研究

A Study on a Dual-Track Teaching Model for Vocational Undergraduate Education Oriented by Generative AI Literacy

摘要: 生成式人工智能在赋能职业本科教育的同时，也带来了学生依赖增强与自主思辨弱化问题，针对现有教学中过程化不足以及素养培养目标不明确，本文以生成式人工智能素养为导向，构建了思辨先行-AI验证的双轨式教学模式。该模式围绕认知、技能、评价、反思四个素养维度，通过思辨先行实现初始问题分解，再采用AI验证实现人机交互并完善方案，然后再人机对比识别学生自主思辨的演化，最终根据过程化表达来深化教学反思。程序设计基础课上的教学实施结果表明，当引入结合人机交互的过程化表达后，学生在模块化设计与自主学习方面得到了提升，预期实现由AI依赖到自主思辨的转变。故而本文研究为生成式人工智能下的职业本科教学模式优化提供了实践依据。

Abstract: Generative artificial intelligence not only empowers vocational undergraduate education but also brings about problems of increased student dependence and weakened independent critical thinking. In response to the insufficient process in existing teaching and the unclear goals of character cultivation, this paper, oriented towards the literacy of generative artificial intelligence, has constructed a dual-track teaching model of critical thinking first-AI verification. This model focuses on four literacy dimensions: cognition, skills, evaluation, and reflection. Through critical thinking first, the initial problems are decomposed, then AI verification is adopted to achieve human-machine interaction and improve the plan, followed by comparing human and machine to identify the evolution of students’ independent critical thinking, and finally, based on the process expression, the teaching reflection is deepened. The teaching implementation results in the basic programming course show that when the process expression combining human-machine interaction is introduced, students have improved in modular design and autonomous learning. It is expected to achieve the transformation from AI dependence to independent critical thinking. Therefore, this research provides a practical basis for the optimization of vocational undergraduate teaching models under the influence of generative artificial intelligence.