摘要

CDIO工程教育模式以“构思—设计—实现—运作”为主线，将产品、过程或系统的全生命周期引入教学过程，在培养工程思维与复杂问题解决能力方面优势显著。为破解教学痛点、兼顾学生基础差异、满足课程建设“两性一度”核心要求，《人工智能导论》课程引入CDIO工程教育模式，构建“项目贯穿、四阶递进”的教学改革方案。以“火灾图像识别”项目为载体，将课程知识分解到构思、设计、实现、运作四个阶段，学生以小组形式完成需求分析、方案设计、模型训练与部署评价全过程。通过课程教学实践，分析“项目任务链设计—四阶段实施—多元评价—反馈改进”闭环路径的具体实施过程，探索课程思政融入与智能教学平台应用方法，推动学生实现从“被动接受”向“主动实践”的转变，学生学习效果评价证实了该模式的应用优势。

Abstract

The CDIO engineering education model takes conception, design, implementation and operation as its main line and introduces the whole life cycle of products, processes or systems into teaching, showing clear advantages in developing engineering thinking and the ability to solve complex problems. In order to address teaching pain points, accommodate differences in students' foundations and meet the core requirements of curriculum construction, the course of Introduction to Artificial Intelligence has introduced the CDIO engineering education model and constructed a teaching reform scheme featuring "project-based penetration and four-stage progression". Taking a fire image recognition project as the carrier, the course content is decomposed into the four stages of conception, design, implementation and operation, and students complete the whole process of requirement analysis, scheme design, model training and deployment evaluation in groups. Through teaching practice, this paper analyzes the implementation of the closed-loop path of "project task chain design, four-stage implementation, multiple evaluation and feedback improvement", explores the integration of ideological and political education and the application of intelligent teaching platforms, and promotes students' transformation from "passive acceptance" to "active practice". The evaluation of student learning effectiveness confirms the advantages of this teaching model.

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