摘要
本研究探讨“AI辅助设计+项目驱动式教学(PBL)”模式对环境设计专业学生创新能力与学习成效的影响,针对传统教学效率低、创意受限及协作不足的痛点,构建“技术赋能-项目实践-学习成效-创新能力”四维理论框架。基于建构主义与TAM模型,以吉林省三所高校186名学生为对象,分为实验组和对照组开展6周准实验。实验组采用AI工具(Stable Diffusion)生成方案并实施PBL协作,对照组沿用传统教学。量化数据表明,实验组后测学习动机(3.95±0.39)、创新倾向(3.85±0.52)及作品评分(81.7±5.3)显著优于对照组(p<0.05),AI工具缩短60%创意周期,PBL提升团队协作效能;质性分析显示,技术接受度(β=0.43)与协作强度(β=0.37)是创新力的核心预测因子。研究表明,“AI+PBL”通过技术赋能与协作实践双轮驱动,有效提升设计思维与创新能力,为教育数字化转型提供实证范式。优化路径需关注教师技术培训、资源适配及分层教学策略,以应对学生技术接受度差异。
This study investigates the impact of the“AI-aided design+Project-Based Learning(PBL)”model on innovation capabilities and learning outcomes of environmental design students,addressing the limitations of traditional teaching in efficiency,creativity,and collaboration.A four-dimensional theoretical framework(“technology empowerment-project practice-learning effectiveness-innovation capability”)was constructed based on constructivism and the Technology Acceptance Model(TAM).A 6-week quasi-experiment was conducted with 186 students from three universities in Jilin Province,divided into an experimental group(AI tools+PBL collaboration)and a control group(traditional teaching).Quantitative data revealed that the experimental group significantly outperformed the control group in post-test learning motivation(3.95±0.39 vs.3.60±0.44),innovation propensity(3.85±0.52 vs.3.50±0.47),and project evaluation scores(81.7±5.3 vs.76.8±5.8)(p<0.05).AI tools reduced conceptualization cycles by 60%through“generate-filter-optimize”workflows,while PBL enhanced team collaboration efficiency.Qualitative analysis identified technology acceptance(β=0.43)and collaboration intensity(β=0.37)as key predictors of innovation capability.Findings demonstrate that the“AI+PBL”dual-driven model effectively enhances design thinking and innovation,offering an empirical paradigm for digital transformation in design education.Optimization strategies should prioritize faculty training,resource allocation,and stratified teaching approaches to address variations in students’technological adaptability.
作者
张爽
梁旭方
ZHANG Shuang;LIANG Xufang(Changchun University of Science and Technology,Changchun 130022,China)
出处
《黑龙江国土资源》
2025年第1期61-70,共10页
Heilongjiang land and Resources
关键词
AI辅助设计
环境设计教学改革
实证研究
项目驱动法
学习成效
创新力
AI-aided design
teaching reform of environmental design
empirical study
project-based learning
learning outcomes
creativity
