Volume 4,Issue 3
Connotation and Characteristics of Artificial Intelligence-Enabled Technology and Engineering Project-Based Learning
Intelligent technologies represented by AI are profoundly transforming engineering practice. The General High School Technology and Engineering Curriculum Standards (2017 Edition, 2025 Revision) mandates cultivating students’ ability to solve complex problems in real technical contexts, while traditional PBL faces issues like insufficient situational authenticity and inadequate process support. This study focuses on the "AI-Enabled Technology and Engineering Project-Based Learning (AI-T&E PBL)" paradigm, defining its theoretical connotation through three dimensions: human-machine collaborative literacy development, core ideologies (Intelligent Enhancement, Precision Adaptation, Generative Co-Creation), and the coupling of objectives, processes, and technologies. Compared with traditional PBL, the study identifies core differences and five key characteristics (e.g., dynamic contexts, intelligent adaptive scaffolding). Practical suggestions cover project design, technical environment, teacher development, and evaluation. The paradigm reshapes technology and engineering education, supporting the cultivation of future engineering innovators.
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