浙大建筑系试点AI教学，提升学生技术与伦理双能力
Exploring the Modular Integration of "AI + Architecture" Pedagogy in Undergraduate Design Education: A Case Study of Architectural Design III/IV Courses at Zhejiang University
- 分阶段培训+嵌入式伦理讨论，融合深度学习等AI工具
- 学生数字技能与战略思维显著提升，伦理意识同步增强
- 适合高校设计类课程改革，可复制的AI教学模式
本研究通过浙江大学2024-25学年三年级建筑设计三/四课程的教学实验，探索人工智能在建筑教育中的整合路径。采用双模块框架（20小时AI培训+嵌入式伦理讨论），引入深度学习模型、大语言模型（LLMs）、AIGC、LoRA与ComfyUI等技术，保持原课程结构，并由专职技术导师支持。结果表明，分阶段指导、技术与伦理平衡、制度支持共同促进教学成效。该模式有效提升了学生的数字技能与战略认知，同时强化了对AI伦理的理解，为设计教育中技术与批判性学习的融合提供了可复用的实践范式。
原文摘要 · Abstract (English)
This study investigates AI integration in architectural education through a teaching experiment in Zhejiang University's 2024-25 grade three undergraduate design studio. Adopting a dual-module framework (20-hour AI training + embedded ethics discussions), the course introduced deep learning models, LLMs, AIGC, LoRA, and ComfyUI while maintaining the original curriculum structure, supported by dedicated technical instructors. Findings demonstrate the effectiveness of phased guidance, balanced technical-ethical approaches, and institutional support. The model improved students' digital skills and strategic cognition while addressing AI ethics, providing a replicable approach combining technical and critical learning in design education.
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