AIGC赋能网络空间安全课程群教学模式创新研究——以Python网络编程教学为例

A Study on the Innovative Teaching Model of AIGC-Empowered Cybersecurity Course Cluster—Taking Python Network Programming Teaching as an Example

摘要: 针对网络空间安全课程群教学中知识割裂、编程与安全脱节、实验环境复杂和个性化指导缺失等痛点，提出一种AIGC赋能的教学创新模式。该模式以“大模型驱动、课程群协同、案例式牵引”为核心理念，构建了智能代码生成、数据包分析可视化、攻防场景模拟和个性化调试指导四维能力框架，并以Python网络编程为枢纽课程，在Socket编程、Scapy协议分析、网络扫描、协议实现与安全加固、红蓝对抗和综合项目六大模块中实现系统化落地。提出了一种将脚手架理论应用于AIGC辅助教学的阶梯式撤除实施模型，通过智能代码辅助的渐进式撤除机制平衡AIGC辅助与学生自主能力培养。教学实践表明，该模式可有效提升学生的协议理解深度和安全编程实战能力，强化课程群跨模块知识迁移效果。

Abstract: Addressing the pain points in cybersecurity course cluster teaching, such as knowledge fragmentation, a disconnect between programming and security, complex experimental environments, and lack of personalized guidance, this paper proposes an innovative teaching model empowered by AIGC. This model, with “large‑scale‑model‑driven, course‑cluster collaboration, and case‑based guidance” as its core concepts, constructs a four‑dimensional capability framework encompassing intelligent code generation, packet analysis visualization, attack and defense scenario simulation, and personalized debugging guidance. Using Python network programming as the hub course, it is systematically implemented in six modules: Socket programming, Scapy protocol analysis, network scanning, protocol implementation and security hardening, red‑team/blue‑team exercises, and comprehensive projects. A tiered‑fading implementation model is proposed, applying scaffolding theory to AIGC‑assisted teaching. This gradual‑fading mechanism of intelligent code assistance balances AIGC support with the cultivation of students’ self‑directed learning abilities. Teaching practice shows that this model can effectively improve students’ depth of protocol understanding and practical security programming skills, and enhance the cross‑module knowledge transfer effect of the course cluster.