人工智能体与教师协同的留学生医用化学教学

AI Agent and Teacher Collaboration in Medical Chemistry Education for International Students

摘要: 目的：针对留学生医用化学教学中学科基础、中文理解和课堂参与差异较大，教师难以及时将平台作业数据转化为补救教学资源的问题，设计教师主导的人工智能体(AI Agent)教学工作流。方法：采用设计型研究方法，分析雨课堂导出的作业与图文学习数据结构，开发基于Tauri和Rust的桌面应用；在本地完成身份字段删除和统计聚合，通过OpenAI兼容接口调用模型，并由教师在对话中补充题目–知识点映射、教学目标与跨文化要求。结果：形成“诊断–校正–生成–审核–投放”闭环，可生成包含知识回顾、分层练习、即时反馈、多语解释和情境化思政内容的互动HTML，供教师审核后上传雨课堂。现有样例仅验证数据解析和资源生成流程，不用于评价留学生学习效果。结论：该模式将人工智能体定位为教学设计智能体，以专业教师保留最终决策权，为留学生医用化学的精准补强和跨文化教学提供了可实施路径。

Abstract: Objective: To address the challenges in medical-chemistry teaching for international students, including large disparities in subject-knowledge foundations, Chinese-language comprehension and classroom engagement, as well as instructors’ difficulty in timely converting assignment data from learning platforms into remedial teaching resources, this study designs a teacher-led teaching workflow powered by an AI agent. Methods: A design-based research approach was adopted. We analyzed the data structures of assignments and graphic-text learning records exported from Rain Classroom and developed a desktop application built with Tauri and Rust. Identity-related fields were removed, and statistical aggregation was performed locally. Models were invoked via an OpenAI-compatible interface. In the dialogue workflow, teachers supplemented question and knowledge-point mappings, teaching objectives, and cross-cultural requirements. Results: A closed-loop workflow of “diagnosis - correction - generation - review - delivery” was established. It can generate interactive HTML resources containing knowledge review, tiered exercises, instant feedback, multilingual explanations, and situational ideological-political content, which teachers may review before uploading to Rain Classroom. The available samples only verify the workflows of data parsing and resource generation, and are not used to evaluate the learning outcomes of international students. Conclusion: This model positions the AI agent as an instructional-design agent, with professional teachers retaining final decision-making authority. It provides a feasible implementation path for targeted remedial instruction and cross-cultural teaching of medical chemistry for international students.