Research on the Innovation of Intelligent Teaching Models in Higher Education from the Perspective of Human–AI Teaching
Main Article Content
Keywords
human-AI teaching, intelligent teaching model, artificial intelligence, higher education reform, educational digitalization
Abstract
The breakthrough development of artificial intelligence is reshaping the instructional patterns of higher education. As an emerging teaching paradigm in which teachers and AI collaborate to jointly support learning, Human–AI Teaching has become an important direction for the intelligent transformation of universities. From the perspective of Human–AI Teaching, this study systematically analyzes the innovation and optimization pathways of intelligent teaching models in higher education. Drawing on constructivist learning theory and other theoretical foundations, the study proposes the Four-Dimension Driving Pathway Model: “Technology support, scenario integration, intelligent feedback, and competence cultivation” to reveal the internal mechanisms of Human–AI Teaching. Representative cases from Zhejiang University and other institutions are selected to examine the practical characteristics of Human–AI Teaching in instructional design, classroom interaction, learning feedback, and competence development. The results show that this model significantly enhances teaching efficiency and student engagement, strengthens teachers’ AI literacy and students’ self-directed learning abilities, and promotes continuous improvement in teaching quality. Based on these findings, the study constructs an innovative framework for Human–AI Teaching in universities. Guided by the four-dimensional model of the technology system, scenario system, feedback system, and competence system, it develops a Five Key Elements and ten strategies Innovation System Intelligent Teaching Innovation System consisting of top-level planning, platform construction, classroom innovation, feedback loops, and Human–AI collaboration. The study argues that Human–AI Teaching is not merely a result of technological empowerment; rather, it represents a systematic reconstruction of educational philosophy and pedagogical ecology.
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