生成式人工智能背景下人工智能通识课课程思政融入路径研究

Research on the Integration Path of Ideological and Political Education into General Artificial Intelligence Courses in the Context of Generative Artificial Intelligence

摘要: 生成式人工智能正在改变大学生的学习方式和高校课程生态，也使人工智能通识课的育人价值更加凸显。面向非计算机专业学生的人工智能通识课，不仅应承担知识普及和工具体验任务，还应引导学生理解人工智能应用中的伦理、规范与社会责任。当前相关课程仍存在价值目标不够明确、思政元素挖掘零散、教学方式参与不足、评价机制偏重知识考核等问题。本文在生成式人工智能背景下，分析人工智能通识课课程思政融入的价值逻辑，结合国际AI伦理教育模式开展比较，讨论其对中国课程思政的启示与适用边界，构建科技强国意识、伦理责任意识、法治规范意识和社会关怀意识四维内容体系，并从目标重构、内容与案例链融入、方法组织、评价改进和资源协同等方面提出实践路径。研究认为，人工智能通识课课程思政应避免标签化和说教化，依托技术知识本身的伦理属性、社会属性和国家战略属性，实现知识传授、能力培养与价值塑造的协同统一。

Abstract: Generative artificial intelligence is transforming college students’ learning approaches and the academic ecosystem of higher education institutions, while highlighting the educational value of AI literacy courses. For non-computer science majors, these courses should not only disseminate knowledge and provide hands-on technical experience, but also guide students in understanding the ethics, regulations, and social responsibilities inherent in AI applications. Current courses still face challenges such as unclear value objectives, fragmented integration of ideological elements, insufficient student engagement in teaching methods, and evaluation systems overly focused on knowledge testing. Against the backdrop of generative AI, this paper analyzes the value rationale for integrating ideological and political education into general AI courses, compares international AI ethics education models and discusses their implications and adaptation boundaries for China’s curriculum-based ideological and political education, establishing a four-dimensional framework encompassing national technological prowess awareness, ethical responsibility consciousness, legal compliance awareness, and social compassion. Practical implementation pathways are proposed across goal reconstruction, content and case-chain integration, methodological organization, assessment improvement, and resource synergy. The research concludes that AI literacy courses should avoid simplistic labeling or didactic instruction, instead leveraging the inherent ethical, societal, and strategic national dimensions of technological knowledge to achieve synergistic integration of knowledge transmission, competency development, and value cultivation.