- Andrew Yao;Xia Yin;Jia Jia;Guoliang Li;
Artificial intelligence(AI) is upending industries and, in many cases, supplanting traditional computer science techniques. This transition from an emerging technology to an established one is putting new burdens on universities to adapt. The Fifth Global Forum on Development of Computer Science convened at Tsinghua University in the spring of this year to discuss these changes under the theme of “Development of Computer Science in the AI Era” with the aim of reaching a consensus regarding these challenges. Six heads of computer science departments shared keynotes exploring issues such as how to adapt academic and research programs to align with the advancement of AI, how to align educational programs to provide necessary AI skills, how to raise awareness around AI ethics, and how to evaluate researcher productivity. Throughout these discussions, various approaches emerged, including structurally distinguishing AI initiatives from core programs to support more targeted programs, introducing new programs that expand access to AI education, and using AI tools to support personalized education.
2025年12期 No.372 25-28页 [查看摘要][在线阅读][下载 1328K] [下载次数：8 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：1 ] - H V Jagadish;
Society is increasingly relying on artificially intelligent(AI) systems to facilitate, and sometimes even automate, critical systems that have huge impacts on the people these systems are designed to serve. But the unique nature of AI systems opens up new challenges regarding their ethical use. For example,(1) unrepresentative training data can introduce sampling bias, leading to unfair outcomes; and(2) lack of data equity can introduce systemic bias into the system. At the university level, how to provide ethics training within the limits of typical computer science(CS) programs is non-trivial, as current CS education programs already face heavy burdens from unprecedented demand. In particular, the University of Michigan is exploring ways of introducing ethics training within the CS curricula, including both stand-alone courses and integrated modules.
2025年12期 No.372 29-31页 [查看摘要][在线阅读][下载 809K] [下载次数：14 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：1 ] - Qing Li;
In recent years, various efforts have been devoted to advancing university education through artificial intelligence(AI). To this end, this paper introduces KCUBE, a novel framework centered on knowledge graphs(KGs) designed to enhance student advising and career planning in university courses. Owing to KCUBE, we can improve university education in the AI era by leveraging the expressiveness, operability, and interpretability of KGs. We detail a bottom-up approach for KG construction, empowering professors to develop subject-specific KGs, augmented by tools like ChatGPT, which has demonstrated promising accuracy and coverage. Based on KGs, KCUBE supports KG reasoning for applications such as automated teaching plan generation with dynamic editing capabilities. Furthermore, KCUBE offers advanced KG manipulation through 2D and 3D visualization platforms, such as virtual reality(VR) for immersive exploration of academic subjects and potential career paths. A comparative study on collaborative learning highlights the benefits of VR and KG-enhanced environments in promoting student engagement, participation, and collaborative decision-making.
2025年12期 No.372 32-35页 [查看摘要][在线阅读][下载 853K] [下载次数：14 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：1 ] - Pierre Senellart;
The evaluation of academic researchers often relies on quantitative metrics, despite their limitations. This paper examines the qualitative assessment approach used by the French National Center for Scientific Research(CNRS) in Computer Science(Section 6), as presented by a National Committee for Scientific Research(CoNRS) committee president. Rejecting bibliometrics like impact factors, CNRS emphasizes in-depth peer review of research quality, diverse outputs(e.g., software and datasets), and field-specific considerations. The process, aligned with the San Francisco Declaration on Research Assessment(DORA), faces challenges in scalability and subjectivity, addressed through committee diversity and structured deliberation. This work provides insights for institutions seeking fairer, more holistic research evaluation frameworks.
2025年12期 No.372 36-41页 [查看摘要][在线阅读][下载 906K] [下载次数：12 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：1 ] - Ping Ji;
This study presents Attainable eDucation for All(AeDA), a transformative new ecosystem framework proposed to address the critical misalignment between traditional higher education and rapidly changing workforce demands. AeDA proposes an AI-powered, four-helix ecosystem that decouples education, credentialing, and employment. By decomposing courses into atomic micro-credentials, dynamically aligning curricula with real-time labor market, and enabling personalized learning pathways, AeDA compresses learning-to-job placement while preserving equity. The new ecosystem integrates learners, educators, employers, and evaluators into a collaborative lifelong-learning fabric, shifting higher education from degree-earning to skill-based knowledge mastery so as to close critical gaps in high-demand fields like cybersecurity.
2025年12期 No.372 42-46页 [查看摘要][在线阅读][下载 895K] [下载次数：5 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：1 ]
- 李景涛;张浩然;阚海斌;
针对信息安全技术课程教学中存在的基础知识难以有效吸收与理解、传统教材内容难以反映领域前沿发展以及实践教学环节薄弱的问题，结合新工科教育背景，提出一种融合多元教学形式的课程总体设计方案，从基础知识传授、学术研讨、创新性课程实验方案3方面介绍教学方案具体实施过程，最后说明教学方案实施效果。
2025年12期 No.372 173-178页 [查看摘要][在线阅读][下载 1494K] [下载次数：53 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - 赵天鸿;曹劲舟;姜婧妍;傅向华;
分析云计算课程教学中存在的问题，提出“项目—认证—竞赛”驱动的教学模式，探讨如何以产业需求为导向构建“项目—认证—竞赛”三位一体的课程体系，以工程能力培养为主线打造“云上开发—协作创新”双驱动教学模式，以动态评价为牵引建立“过程—能力—价值”多维度评价机制，从课程设计、教学方法和评价机制3个方面介绍云计算课程的改革内容和创新，最后说明教学成效。
2025年12期 No.372 179-183页 [查看摘要][在线阅读][下载 1676K] [下载次数：29 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：1 ] - 陈科舟;单振宇;虞剑波;潘红;
根据维果茨基最近发展区理论，提出程序设计基础课程“脚手架式”进阶教学，阐述如何依据学生的编程能力，分为初、中、高3个阶段进行针对性的培养，并且根据师范学校的特性，引入同伴互助学习机制，介绍利用编程竞赛平台的AI技术对学生的竞赛表现进行数据分析，最后通过实践说明教学效果。
2025年12期 No.372 184-187页 [查看摘要][在线阅读][下载 1455K] [下载次数：69 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：1 ] - 李霞;王琦;
针对计算机类专业实践育人中存在的目标模糊、评价机制缺失、学生参与度不足等问题，提出构建阶梯式实践育人体系并开发学生成长过程化管理平台，以该平台的建设与实践为案例，探讨其技术实现路径、育人机制创新及实践成效等，通过教学实践，进一步优化实践育人评价机制，其与学生实践能力的匹配度显著提高。
2025年12期 No.372 188-194页 [查看摘要][在线阅读][下载 2046K] [下载次数：32 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：1 ] - 杨弋;荀启峰;
针对高校人工智能课程教学过程中存在的问题，提出自我决定理论视域下的教学策略，从人工智能课程的资源建设、案例设计和思政模式3个维度介绍教学思路和具体实践，最后说明教学效果。
2025年12期 No.372 195-199页 [查看摘要][在线阅读][下载 1762K] [下载次数：174 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：1 ] - 俞向阳;李衡;章晓庆;孙清扬;魏嘉祺;林慧燕;刘江;
针对生成式人工智能时代传统标准答案导向型作业对提升大学生学习效果不佳的情况，分析当前作业出题质量评估面临的挑战，从教育智能体的技术优势出发，结合医学人工智能导论课程的实际教学需求，探讨基于教育智能体的作业质量评估方法及其有效性，旨在提升大学课程作业的综合能力培养价值。
2025年12期 No.372 200-205页 [查看摘要][在线阅读][下载 1790K] [下载次数：155 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：1 ] - 王丽芳;于晶;郭晓东;
针对当前组合数学教学中面临的学生数理基础差别大、课程思政内容少、教学方式和评价方式单一等问题，提出课程思政与思维训练相结合的反馈式教学模式，介绍具体教学实践过程，最后说明教学效果。
2025年12期 No.372 206-210页 [查看摘要][在线阅读][下载 1674K] [下载次数：44 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：1 ] - 高勇钢;郭良敏;
根据软件工程专业内涵，梳理软件开发相关的专业基础课与专业核心课之间的关系，提出分解并融合部分课程内容，重构部分专业课，使得与软件开发有关的课程体系与课程内容更符合新工科的要求。
2025年12期 No.372 211-215页 [查看摘要][在线阅读][下载 1751K] [下载次数：157 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - 王晓华;汪荣贵;杨娟;李书杰;
分析计算学科课程思政的知识层次与结构框架，并以计算学科的核心主干课程离散数学为例，提出利用反映计算领域认知规律的抽象、理论、设计3个过程培养学生科学思维能力的思路和方法，具体阐述如何结合课程思政育人目标，立足问题导向、知识传授、思政融入、多维实践等达成学生科学思维能力培养与价值塑造，以实例展示达成过程并分析成效。
2025年12期 No.372 216-223页 [查看摘要][在线阅读][下载 1876K] [下载次数：69 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：1 ] - 刘辉;
针对智能控制导论课程在实施传统混合式教学过程中存在的慕课视频碎片化、对控制理论应用薄弱以及学科最新研究知识获取不足的问题，提出“反馈环”式混合式教学方案；结合新工科对人才培养的目标要求，提出“三维度”高阶提升的创新教学环节，具体阐述如何以信息化教学平台为基础助力提升学习和互动效率，实现科学规范的过程性考评，为新工科人才培养提供了一种行之有效的教学理论和模式，有助于提升学生分析并解决实际工程问题的高阶能力和素养。
2025年12期 No.372 224-231页 [查看摘要][在线阅读][下载 2012K] [下载次数：25 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - 尚煜茗;罗伟;索攀;
针对大模型的隐私保护和内容安全问题，分析其知识体系庞杂、技术迭代迅速、实践要求高等挑战，提出实践案例驱动的“大模型隐私保护与内容安全”课程建设方案，具体阐述如何通过“夯实基础”“应用锤炼”“自主探究”3个模块，将理论知识融入实际案例，采用问题导向学习、攻防对抗、项目驱动等教学方法，培养学生的实践能力、创新思维和安全意识，提升学生的综合素质，最后说明实施效果。
2025年12期 No.372 232-237页 [查看摘要][在线阅读][下载 1701K] [下载次数：31 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：1 ] - 傅伟;
针对目前实践教学体系构建过程中存在交叉融合理念滞后、教学内容缺乏特色、交叉融合深度不够、专业集聚效应不足等问题，基于交叉融合理念提出计算机类专业群实践教学体系构建策略，以计算机类专业群为例，从创新专业群人才培养体系、完善校外实践教学机制、搭建校内工管融合的实践教学平台、共享群内专业一体化综合实训项目等方面具体介绍教学实施方法与实施情况。
2025年12期 No.372 238-243页 [查看摘要][在线阅读][下载 1919K] [下载次数：54 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：1 ] - 罗永昌;
以信息技术和数字化教学应用为指导，提出基于TPACK框架构建网络互联技术课程教学设计模型，具体阐述融合性、职业技能导向、评价及调整的构建原则，以及综合分析、多样融合、教学实施和评价改进的4个阶段，介绍具体的教学应用，说明教学效果，最后提出相应的对策建议。
2025年12期 No.372 244-251页 [查看摘要][在线阅读][下载 1819K] [下载次数：234 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：1 ]
- Gianmario Motta;Nicola Sfondrini;Giorgio Alessandro Motta;
We propose a hybrid and contingent approach to the management of digital projects, based on the assumption that there is not an absolute best way, but the approach should fit context and environment. The pillars of our contingent framework are Agile methodologies, predictive project management, and AI. The analysis of project management methodologies is based on a layered project model. Specifically, we identify 4 project concentric layers for both Agile and predictive project management. That layered model allows us to deploy different methodologies consistently with the distinct characteristics of each project. We describe the key characteristics of each approach and, also, we map Agile methodologies on the sociotechnical profile of projects. Finally, we summarize the impact of AI on predictive and hybrid projects.
2025年12期 No.372 275-285页 [查看摘要][在线阅读][下载 943K] [下载次数：8 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：1 ] - Xiaodong Zhang;Dechen Zhan;Zhiying Tu;Dianhui Chu;Weihua Guo;
In view of the challenges faced by talent training in the education system of the software engineering major and the problems in the design and implementation of the Online-Merge-Offline(OMO) of programming language courses in the corresponding curriculum system, the teaching tasks that programming language should undertake in education and training are precisely determined. The teaching objectives are set on the analysis of the design basis of the curriculum objectives. The teaching design and implementation method of OMO in the programming language course for the software engineering major is proposed, and the Python language course is demonstrated as a teaching case. With the support of teaching reform policies and collaborative education projects, the established teaching objectives are achieved.
2025年12期 No.372 286-293页 [查看摘要][在线阅读][下载 1307K] [下载次数：35 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：1 ] - Yi Di;Ruiheng Li;Hao Tian;Binghua Shi;Jia Guo;
In the context of the new quality productive forces, the advancement of finance and economics institutions relies heavily on the support of engineering disciplines to foster synergies between new engineering and business innovation. Based on the requirements for skilled manpower for the new financial development, we have initiated an initial inquiry into establishing artificial intelligence(AI) major in economic universities under the framework of the new engineering paradigm. From the national policies and the development rules of traditional advantageous majors in universities, we analyze the current challenges and opportunities in the construction of artificial intelligence majors and explore the talent cultivation model of artificial intelligence majors in economic universities under the framework of the integrated development of “New Engineering” and “New Finance”. In conclusion, we propose some viable solutions by giving a case study at Hubei University of Economics.
2025年12期 No.372 294-301页 [查看摘要][在线阅读][下载 894K] [下载次数：23 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：1 ]