双图谱驱动的新兴交叉学科概论课定位重构与教学改革——以智能建造概论课智慧教学为案例

Repositioning and Teaching Reform of an Emerging Interdisciplinary Introduction Course Driven by Dual Knowledge Graphs—A Case Study of Smart Teaching in the Introduction Course to Intelligent Construction

摘要: 智能建造等新兴交叉学科概论课承担着帮助学生建立专业认知框架、激发职业兴趣的重要功能，但在实际教学中普遍面临知识边界模糊、学生先修基础差异大、内容更新快、标准化资源适配性差等共性问题。其深层根源在于课程定位不够清晰，导致内容选择随意，同时技术工具与教学设计之间缺乏实质融合。本文以宁波大学《智能建造概论课》为例，依托图谱与人工智能技术的协同，提出双图谱驱动的改革方案。知识图谱以五大技术群系统组织教学内容，回答教什么的问题；能力图谱以四项能力目标和八项子能力对接毕业要求，明确为何教以及教到何种程度。两者共同将课程定位调整为专业认知、技术体验与职业启蒙三位一体，并在此基础上设计五项项目式学习任务，引入专属智能体作为辅助教学工具，配合翻转课堂和行业实践，形成完整的教学闭环。学生在技术认知的系统性和跨学科理解能力方面均有明显提升，为新兴交叉学科概论课从技术嵌入到教学方法重构提供了可参照的实践样本。

Abstract: Introductory courses on emerging interdisciplinary fields such as smart construction play a crucial role in helping students establish a professional cognitive framework and spark career interest. However, in actual teaching practice, these courses commonly face shared challenges, including blurred knowledge boundaries, significant variations in students’ prior knowledge, rapidly evolving content, and a lack of standardized, suitable resources. The root cause lies in an unclear course positioning, which leads to arbitrary content selection and a lack of substantive integration between technological tools and instructional design. Taking Ningbo University’s “Introduction to Smart Construction” course as an example, this paper proposes a reform plan driven by dual knowledge maps, leveraging the synergy between knowledge maps and artificial intelligence technologies. The knowledge map systematically organizes course content into five major technology clusters, addressing the question of “what to teach”; the competency map aligns four competency objectives and eight sub-competencies with graduation requirements, clarifying “why to teach” and “to what extent”. Together, these two frameworks realign the course’s focus toward a trinity of disciplinary understanding, technical experience, and career orientation. Building on this foundation, five project-based learning tasks are designed, incorporating a dedicated AI agent as a teaching aid. Combined with the flipped classroom model and industry practice, this approach forms a complete teaching cycle. Students demonstrate significant improvements in both the systematic understanding of technology and their interdisciplinary comprehension abilities, providing a practical model for introductory courses in emerging interdisciplinary fields to transition from mere technological integration to a fundamental restructuring of teaching methodologies.