人工智能背景下课程教学的转变——以p值概念为例  

The Transformation of Course Teaching in the Context of Artificial Intelligence—A Case Study of the p-Value Concept

作　　者：王文博 孙道宗 

机构地区：[1]华南农业大学电子工程学院(人工智能学院),广东 广州

出　　处：《教育进展》2025年第2期151-157,共7页Advances in Education

基　　金：广东省普通高校青年创新人才类项目(2019KQNCX013);2024年华南农业大学质量工程项目“电子信息工程专业课程教研室”。

摘　　要：通过传授知识来培养学生解决问题的能力是课程教学乃至教育永恒不变宗旨。在人工智能技术浪潮下,知识传播手段的变革、知识体系结构的更新成为了新时期我国教育发展尤其是课程教学改革需要面对的机遇与挑战。为应对上述挑战,教师需要合理使用人工智能工具,在课程教学设计上以“促进融合、加强理解”为指导原则,不断提升课程内容的广度和深度。一方面,通过跨学科交叉融合的教学方式培养学生跨学科的视野和融会贯通的思维方式,从而具备从不同学科的角度看待和解决问题的能力。另一方面,教师的核心职责从信息层次的知识传授转变为理解层次的启发式探讨,重点在于培养学生的批判性思维和创新能力。The enduring goal of curriculum teaching and education is to cultivate students’ problem-solving abilities through the dissemination of knowledge. In the wave of artificial intelligence technology, the transformation of knowledge dissemination methods and the updating of knowledge system structures present both opportunities and challenges for the development of education in China, particularly in the context of curriculum reform. To address these challenges, teachers need to effectively utilize artificial intelligence tools, guided by the principles of “promoting integration and enhancing understanding” in curriculum design, in order to continually broaden and deepen the course content. On one hand, interdisciplinary teaching methods should be employed to foster students’ cross-disciplinary perspectives and integrative thinking, enabling them to view and solve problems from various academic angles. On the other hand, the core responsibility of teachers is shifting from the transmission of knowledge at the information level to heuristic discussions at the understanding level, with a focus on cultivating students’ critical thinking and innovative capabilities.

关 键 词：人工智能 跨学科融合 教学改革 P值 

分 类 号：H31[语言文字—英语]