针对应用型本科高校“人工智能”课程特点,以突破以往的专业课程偏重技术知识和专业能力培养,而忽视学生思想道德和人文素养培养模式的局限为主旨,通过明确“人工智能”课程思政育人目标,梳理以“辩证思维与职业精神”、“辩证思维与工...针对应用型本科高校“人工智能”课程特点,以突破以往的专业课程偏重技术知识和专业能力培养,而忽视学生思想道德和人文素养培养模式的局限为主旨,通过明确“人工智能”课程思政育人目标,梳理以“辩证思维与职业精神”、“辩证思维与工程伦理”、“辩证思维与自主创新”为主题的思政元素,确定了主题思政元素与“人工智能”课程教学过程的同步融合关系,在此基础上,规划了基于主题式思政元素的课程教学六个典型案例,并探讨了在教学过程中基于思政育人问题的反馈机制,以及课程思政教学持续改进的实施路径。In response to the characteristics of the “Artificial Intelligence” curriculum in application-oriented undergraduate universities, this approach aims to overcome the limitation of traditional professional courses that place undue emphasis on technical knowledge and professional competency development while neglecting the cultivation of students’ ideological and moral character as well as humanistic qualities. By clarifying the ideological and political education objectives of the “Artificial Intelligence” course, this paper sorts out the ideological and political elements centered on the themes of “Dialectical Thinking and Professional Ethics”, “Dialectical Thinking and Engineering Ethics”, and “Dialectical Thinking and Independent Innovation”. It establishes a synchronous integration relationship between these thematic ideological and political elements and the teaching process of the “Artificial Intelligence” course. On this basis, six typical cases of curriculum teaching based on thematic ideological and political elements are planned. Furthermore, this paper discusses the feedback mechanism for ideological and political education issues in the teaching process and the implementation path for continuous improvement of ideological and political education in the curriculum.展开更多
文摘针对应用型本科高校“人工智能”课程特点,以突破以往的专业课程偏重技术知识和专业能力培养,而忽视学生思想道德和人文素养培养模式的局限为主旨,通过明确“人工智能”课程思政育人目标,梳理以“辩证思维与职业精神”、“辩证思维与工程伦理”、“辩证思维与自主创新”为主题的思政元素,确定了主题思政元素与“人工智能”课程教学过程的同步融合关系,在此基础上,规划了基于主题式思政元素的课程教学六个典型案例,并探讨了在教学过程中基于思政育人问题的反馈机制,以及课程思政教学持续改进的实施路径。In response to the characteristics of the “Artificial Intelligence” curriculum in application-oriented undergraduate universities, this approach aims to overcome the limitation of traditional professional courses that place undue emphasis on technical knowledge and professional competency development while neglecting the cultivation of students’ ideological and moral character as well as humanistic qualities. By clarifying the ideological and political education objectives of the “Artificial Intelligence” course, this paper sorts out the ideological and political elements centered on the themes of “Dialectical Thinking and Professional Ethics”, “Dialectical Thinking and Engineering Ethics”, and “Dialectical Thinking and Independent Innovation”. It establishes a synchronous integration relationship between these thematic ideological and political elements and the teaching process of the “Artificial Intelligence” course. On this basis, six typical cases of curriculum teaching based on thematic ideological and political elements are planned. Furthermore, this paper discusses the feedback mechanism for ideological and political education issues in the teaching process and the implementation path for continuous improvement of ideological and political education in the curriculum.
