人工智能辅助工具在高校教学中的应用与反思

Application and Reflection of Artificial Intelligence-Assisted Tools in University Teaching

摘要: 当前，人工智能正在飞速发展，本文主要探讨人工智能辅助工具在高校专业课程教学中的应用价值及存在问题，旨在为高校数字化教学改革提供参考；文章采用文献分析法与课堂观察法，结合具体专业课程的教学实践，系统分析人工智能工具(如智能问答、自动批改等)在课前、课中、课后各环节的应用场景与实际效果；研究发现，人工智能工具在提供个性化学习资源、提升课堂互动性、提高教学效率方面具有显著优势；但同时，也引发了学生独立思考能力弱化、学术诚信风险增加、过度依赖技术以及师生情感交互缺失等问题。基于此，提出“技术赋能 + 教师引导”的双轨教学策略。高校在推进人工智能辅助教学时，应加强学术规范教育，优化课程评价体系，注重培养学生的批判性思维，以实现人工智能技术与高校专业课程教学的深度融合与良性发展。

Abstract: This paper mainly discusses the application value and existing problems of artificial intelligence-assisted tools in professional course teaching of universities, so as to provide references for the digital teaching reform of higher education. Adopting the literature analysis method and classroom observation method and combining with the teaching practice of specific professional courses, this paper systematically analyzes the application scenarios and practical effects of artificial intelligence tools such as intelligent question-answering and automatic marking in pre-class, in-class and afterclass teaching links. The research shows that artificial intelligence tools have prominent advantages in providing personalized learning resources, enhancing classroom interaction and improving teaching efficiency. Nevertheless, they also bring about problems including the weakening of students’ independent thinking ability, growing risks of academic integrity, excessive reliance on technology and the lack of emotional interaction between teachers and students. On this basis, this paper puts forward a dual-track teaching strategy of “technology empowerment plus teacher guidance”. It is suggested that while promoting artificial intelligenceassisted teaching, universities should strengthen the education of academic norms, optimize the curriculum evaluation system and attach importance to cultivating students’ critical thinking, so as to realize the in-depth integration and sound development of artificial intelligence technology and the teaching of professional courses in universities.