This paper explores the transformative impact of generative artificial intelligence(AI)on the“Business Data Analysis and Application”course in the post-2023 era,marking a significant paradigm shift in educational me...This paper explores the transformative impact of generative artificial intelligence(AI)on the“Business Data Analysis and Application”course in the post-2023 era,marking a significant paradigm shift in educational methodologies.It investigates how generative AI reshapes teaching and learning dynamics,enhancing the processing of complex data sets and nurturing critical thinking skills.The study highlights the role of AI in fostering dynamic,personalized,and adaptive learning experiences,addressing the evolving pedagogical needs of the business sector.Key challenges,including equitable access,academic integrity,and ethical considerations such as data privacy and algorithmic bias,are thoroughly examined.The research reveals that the integration of generative AI aligns with current professional demands,equipping students with cutting-edge AI tools,and tailoring learning to individual needs through real-time feedback mechanisms.The study concludes that the incorporation of generative AI into this course signifies a substantial evolution in educational approaches,offering profound implications for student learning and professional development.展开更多
Curriculum ideological and political education,an educational guideline that encourages the integration of ideological and political education in all subjects and courses,is being widely adopted in Chinese universitie...Curriculum ideological and political education,an educational guideline that encourages the integration of ideological and political education in all subjects and courses,is being widely adopted in Chinese universities.It aims to cultivate the comprehensive abilities of students with moral,intellectual,physical,and aesthetical grounding,instead of focusing on the acquisition of knowledge only.Misconceptions of this concept are still commonly seen,however,and they are hindering the effective implementation of the guideline.This paper attempts to discuss three common misconceptions and provide insights that hopefully will clear up some confusion.Some practical approaches are also proposed in the end for teachers to follow.展开更多
基金supported by the Higher Education Reform Research Project of Higher Education Association of Jiangsu Province(No.2023JSJG649)the Philosophy and Social Sciences Research Program in Colleges and Universities of Jiangsu Education Department(No.2023SJYB0731).
文摘This paper explores the transformative impact of generative artificial intelligence(AI)on the“Business Data Analysis and Application”course in the post-2023 era,marking a significant paradigm shift in educational methodologies.It investigates how generative AI reshapes teaching and learning dynamics,enhancing the processing of complex data sets and nurturing critical thinking skills.The study highlights the role of AI in fostering dynamic,personalized,and adaptive learning experiences,addressing the evolving pedagogical needs of the business sector.Key challenges,including equitable access,academic integrity,and ethical considerations such as data privacy and algorithmic bias,are thoroughly examined.The research reveals that the integration of generative AI aligns with current professional demands,equipping students with cutting-edge AI tools,and tailoring learning to individual needs through real-time feedback mechanisms.The study concludes that the incorporation of generative AI into this course signifies a substantial evolution in educational approaches,offering profound implications for student learning and professional development.
文摘Curriculum ideological and political education,an educational guideline that encourages the integration of ideological and political education in all subjects and courses,is being widely adopted in Chinese universities.It aims to cultivate the comprehensive abilities of students with moral,intellectual,physical,and aesthetical grounding,instead of focusing on the acquisition of knowledge only.Misconceptions of this concept are still commonly seen,however,and they are hindering the effective implementation of the guideline.This paper attempts to discuss three common misconceptions and provide insights that hopefully will clear up some confusion.Some practical approaches are also proposed in the end for teachers to follow.
