人工智能赋能模拟电子技术课程“两性一度”教学模式改革与实践

AI-Enabled Reform and Practice of the “Higher-Order Thinking, Innovativeness, and Challenge” Teaching Model for Analog Electronics

摘要: 针对模拟电子技术课程知识体系复杂、理论抽象、实践性强，传统教学模式存在知识点碎片化、理论与实践脱节、学生学习差异难以兼顾以及创新能力培养不足等问题，结合人工智能技术的发展和一流本科课程建设要求，以“高阶性、创新性、挑战度”(以下简称“两性一度”)为课程改革核心，开展人工智能赋能的教学模式改革。通过重构课程教学内容，建立模块化知识体系；构建动态知识图谱，强化知识点、能力目标与项目任务之间的关联；设计“基础项目验证–应用项目虚拟仿真–硬件实现–创新拓展”四阶递进式项目学习路径；将人工智能融入课前学习、课堂探究、虚拟仿真、实验实践、故障诊断和课后反馈全过程，形成“AI辅助、学生主导、实践验证”的教学模式。实践结果表明，人工智能与“两性一度”理念的深度融合能够有效促进学生由知识学习向问题解决、工程实践和创新能力培养转变，为模拟电子技术课程教学改革提供了新的思路。

Abstract: Aiming at the problems of the Analog Electronic Technology course, such as complex knowledge system, abstract theories and strong practicality, the traditional teaching mode is plagued by fragmented knowledge points, disconnection between theory and practice, difficulties in meeting students’ differentiated learning needs and inadequate cultivation of innovative ability. Combined with the development of artificial intelligence and the construction requirements of first-class undergraduate courses, this paper carries out artificial intelligence-enabled teaching reform with the “high-order nature, innovation and challenge” (the “Three Attributes”) as the core. The curriculum content is restructured to build a modular knowledge system, and a dynamic knowledge graph is constructed to strengthen the connections among knowledge points, competency objectives and project tasks. A four-stage progressive project-based learning route is designed: basic project verification, virtual simulation of application projects, hardware implementation and innovative expansion. Artificial intelligence is integrated into the whole teaching process including pre-class learning, in-class inquiry, virtual simulation, experimental practice, fault diagnosis and after-class feedback, forming a teaching mode of “AI assistance, student dominance and practical verification”. Practical results demonstrate that the deep integration of artificial intelligence and the “Three Attributes” concept can effectively facilitate the shift of students from knowledge acquisition to problem-solving, engineering practice and innovative ability training, which offers a new idea for the teaching reform of Analog Electronic Technology.