新工科背景下非计算机专业学生AI素养培养的课程设计——以新能源材料方向为例

Course Design for AI Literacy Cultivation among Non-Computer Science Students under the Background of New Engineering Disciplines—A Case Study of New Energy Materials

摘要: 新工科建设对非计算机专业学生的数字素养与人工智能应用能力提出了更高要求。新能源材料作为多学科交叉的前沿领域，其科研范式正经历从“试错实验”向“数据驱动”的深刻转型，对从业者的AI素养需求尤为迫切。然而，当前面向新能源材料方向非计算机专业学生的AI素养课程普遍存在定位模糊、内容割裂、实践脱节等问题。本文在分析新工科背景下AI素养内涵与新能源材料学科需求的基础上，借鉴“AI认知–AI技能–AI思维–AI伦理”四要素能力框架，提出了一套面向新能源材料方向的AI素养课程设计方案。课程以“认知奠基–工具赋能–思维进阶–伦理护航”为逻辑主线，采用“去编程化”内容重构、“场景化 + 项目式”教学融合、“低门槛 + 跨学科案例”实践设计等策略，旨在培养学生在新能源材料领域“理解AI、运用AI、反思AI”的综合素养。研究可为新工科背景下非计算机专业AI通识教育的精准化、差异化设计提供参考。

Abstract: The construction of New Engineering Disciplines imposes higher demands on non-computer science students regarding digital literacy and the ability to apply artificial intelligence. As a cutting-edge interdisciplinary field, new energy materials are undergoing a profound transformation in its research paradigm—from “trial-and-error experimentation” to “data-driven” approaches—making the need for AI literacy among practitioners particularly urgent. However, current AI literacy courses for non-computer science students in the new energy materials direction generally suffer from ambiguous positioning, fragmented content, and disconnection from practice. Based on an analysis of the connotation of AI literacy under the New Engineering context and the disciplinary needs of new energy materials, this paper draws upon a four-element competency framework—“AI awareness, AI skills, AI thinking, and AI ethics”—and proposes a set of AI literacy course designs tailored for the new energy materials direction. The course follows the logical thread of “foundation building through awareness, empowerment through tools, advancement through thinking, and safeguarding through ethics”, and adopts strategies such as “de-coding” content restructuring, “scenario-based + project-based” pedagogical integration, and “low-threshold + interdisciplinary case” practical design. The aim is to cultivate students’ comprehensive literacy in “understanding AI, applying AI, and reflecting on AI” within the field of new energy materials. This study may serve as a reference for the precise and differentiated design of AI general education for non-computer science majors under the New Engineering framework.