Artificial Intelligence Era: Content Reconstruction and Practice Comparison of Chinese and Western Computer General Education Courses

DOI: https://doi.org/10.62517/jnme.202510607

Author(s)

Ting Chen, Yanbin Bu, Yandan Xue

Affiliation(s)

School of Media Technology, Communication University of China Nanjing, Nanjing, China

Abstract

With the iterative evolution of artificial intelligence technology, computer general education is facing global challenges of lagging content and insufficient adaptability in ability cultivation, and the reform paths of Chinese and Western curricula show differentiated characteristics. This article focuses on the reconstruction of course content and teaching practice, using literature analysis and case comparison methods to systematically sort out the four stage development of China's "policy industry dual drive" and the paradigm change of Western "literacy interdisciplinary orientation", and analyze the common difficulties and value orientation differences faced by courses under technological iteration. Research has found that China has formed a modular system of "basic core+technological expansion+interdisciplinary", focusing on the integration of industry and education in practice; The West constructs a three-dimensional curriculum matrix of "technology application criticism", highlighting the integration of ethics and interdisciplinary studies. By comparing typical cases such as MIT and Shandong University, reveal the characteristics of Chinese and Western courses in system design, content upgrading, and evaluation mechanisms. The research conclusion provides theoretical and practical references for constructing a three-dimensional curriculum ecology of "technology ethics society" and promoting mutual learning of educational experiences between China and the West.

Keywords

The Era of Artificial Intelligence; Computer General Education Course; Content Reconstruction; Comparison Between China and the West; Teaching Practice

References

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