AI可视化场景生成赋能高中哲学抽象概念教学研究

Research on AI Visualization Scene Generation Empowering the Teaching of Abstract Concepts in High School Philosophy

摘要: 随着人工智能(AI)技术进入新一轮迭代升级阶段，高中思想政治必修四《生活与哲学》的核心教学困境日益凸显：其核心概念具有高度抽象性，不仅影响课堂教学成效，更制约学生政治核心素养的培育。AI技术的深度发展为破解这一教学痛点提供了全新路径，其中AI可视化与场景生成技术凭借直观性、互动性与适配性优势，可将晦涩的哲学抽象概念转化为可感知、可体验、可探究的具体场景，精准契合高中政治课堂教学的实际需求。本文以高中哲学唯物论、辩证法核心章节为实践载体，系统探究AI可视化与场景生成技术在抽象概念教学中的应用路径，结合具体教学案例论证其落地可行性与实践价值，为高中政治哲学抽象概念教学的创新发展提供理论参考与实践支撑，助力破解教学中的“理解壁垒”，推动教学质量与核心素养培育成效的双重提升。

Abstract: As artificial intelligence (AI) technology enters a new round of iterative upgrading, the core teaching dilemma of the compulsory fourth course of high school political science, “Life and Philosophy,” is becoming increasingly prominent. Its core concepts are highly abstract, affecting not only classroom teaching effectiveness but also hindering the cultivation of students’ core political literacy. The in-depth development of AI technology provides a new path to address this teaching pain point. AI visualization and scene generation technologies, with their advantages of intuitiveness, interactivity, and adaptability, can transform obscure philosophical abstract concepts into perceptible, experiential, and explorable concrete scenarios, precisely meeting the actual needs of high school political science classroom teaching. This paper takes the core chapters of high school philosophy, materialism and dialectics, as practical examples to systematically explore the application path of AI visualization and scene generation technologies in the teaching of abstract concepts. Combined with specific teaching cases, it demonstrates its feasibility and practical value, providing theoretical reference and practical support for the innovative development of abstract concept teaching in high school political philosophy, helping to break down the “understanding barrier” in teaching, and promoting the dual improvement of teaching quality and the effectiveness of core literacy cultivation.