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　　武漢大學認真學習貫徹(che)習近平總書記關(guan)于教(jiao)育(yu)的重要論述，深入實(shi)施(shi)國家(jia)教(jiao)育(yu)數(shu)字(zi)化(hua)戰略行動(dong)，立足學校(xiao)特色優勢，在統籌設(she)計、教(jiao)學改(gai)革、科技支(zhi)撐(cheng)等方面(mian)持(chi)續(xu)發(fa)力，加快教(jiao)育(yu)數(shu)字(zi)化(hua)轉型發(fa)展，以教(jiao)育(yu)數(shu)字(zi)化(hua)促進(jin)教(jiao)育(yu)現代化(hua)，塑造學校(xiao)高質量發(fa)展新動(dong)能。

　　強(qiang)化統籌設計，創(chuang)(chuang)(chuang)新(xin)(xin)培(pei)(pei)(pei)養(yang)理念(nian)(nian)。發(fa)布《武漢(han)大(da)學(xue)(xue)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)智(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)育(yu)(yu)白(bai)皮(pi)書(shu)》，明(ming)確“系統設計、統籌規劃、分類培(pei)(pei)(pei)養(yang)、穩步推(tui)進(jin)”總體(ti)(ti)(ti)方針，提出“五體(ti)(ti)(ti)驅(qu)動”數(shu)(shu)(shu)(shu)(shu)(shu)(shu)智(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)育(yu)(yu)建(jian)設理念(nian)(nian)，強(qiang)調以(yi)(yi)學(xue)(xue)生為(wei)(wei)(wei)主體(ti)(ti)(ti)全覆蓋，以(yi)(yi)課(ke)程為(wei)(wei)(wei)客(ke)體(ti)(ti)(ti)全校(xiao)選，以(yi)(yi)資源為(wei)(wei)(wei)載體(ti)(ti)(ti)全校(xiao)用(yong)，以(yi)(yi)教(jiao)(jiao)(jiao)學(xue)(xue)為(wei)(wei)(wei)本體(ti)(ti)(ti)全數(shu)(shu)(shu)(shu)(shu)(shu)(shu)智(zhi)(zhi)(zhi)，以(yi)(yi)專業(ye)(ye)為(wei)(wei)(wei)實體(ti)(ti)(ti)全融合。統籌設計數(shu)(shu)(shu)(shu)(shu)(shu)(shu)智(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)育(yu)(yu)應用(yong)矩陣，為(wei)(wei)(wei)構建(jian)一(yi)體(ti)(ti)(ti)化數(shu)(shu)(shu)(shu)(shu)(shu)(shu)智(zhi)(zhi)(zhi)人(ren)才(cai)(cai)(cai)培(pei)(pei)(pei)養(yang)體(ti)(ti)(ti)系提供(gong)(gong)理論指(zhi)導與實踐(jian)架(jia)構。制(zhi)(zhi)定《“數(shu)(shu)(shu)(shu)(shu)(shu)(shu)智(zhi)(zhi)(zhi)+”本科人(ren)才(cai)(cai)(cai)培(pei)(pei)(pei)養(yang)方案》(2024版)，將(jiang)“數(shu)(shu)(shu)(shu)(shu)(shu)(shu)智(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)育(yu)(yu)全面啟(qi)迪計劃”作(zuo)為(wei)(wei)(wei)“拔尖創(chuang)(chuang)(chuang)新(xin)(xin)人(ren)才(cai)(cai)(cai)培(pei)(pei)(pei)養(yang)行動”重要內容(rong)(rong)之一(yi)，系統部署數(shu)(shu)(shu)(shu)(shu)(shu)(shu)智(zhi)(zhi)(zhi)賦能(neng)拔尖創(chuang)(chuang)(chuang)新(xin)(xin)人(ren)才(cai)(cai)(cai)培(pei)(pei)(pei)養(yang)工作(zuo)。圍(wei)繞“數(shu)(shu)(shu)(shu)(shu)(shu)(shu)智(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)育(yu)(yu)支撐體(ti)(ti)(ti)系建(jian)設”“教(jiao)(jiao)(jiao)育(yu)(yu)實踐(jian)創(chuang)(chuang)(chuang)新(xin)(xin)平臺學(xue)(xue)生使用(yong)”“人(ren)工智(zhi)(zhi)(zhi)能(neng)素養(yang)評價”等(deng)內容(rong)(rong)研(yan)制(zhi)(zhi)指(zhi)南，為(wei)(wei)(wei)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)智(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)育(yu)(yu)改(gai)革與數(shu)(shu)(shu)(shu)(shu)(shu)(shu)智(zhi)(zhi)(zhi)人(ren)才(cai)(cai)(cai)培(pei)(pei)(pei)養(yang)等(deng)核心環節提供(gong)(gong)有力支撐。創(chuang)(chuang)(chuang)新(xin)(xin)提出“四真(zhen)計算”建(jian)設理念(nian)(nian)，強(qiang)調通過增進(jin)實創(chuang)(chuang)(chuang)平臺的(de)(de)真(zhen)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)據(ju)(算據(ju))、真(zhen)模型(算法)、真(zhen)處理(算力)、真(zhen)場景(算題)，訓練學(xue)(xue)生運用(yong)真(zhen)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)據(ju)、學(xue)(xue)會真(zhen)模型、體(ti)(ti)(ti)驗真(zhen)處理、解決(jue)真(zhen)問(wen)題的(de)(de)能(neng)力。會同31家高(gao)校(xiao)、科研(yan)院(yuan)所(suo)、知(zhi)名企業(ye)(ye)發(fa)起“數(shu)(shu)(shu)(shu)(shu)(shu)(shu)智(zhi)(zhi)(zhi)教(jiao)(jiao)(jiao)育(yu)(yu)實踐(jian)創(chuang)(chuang)(chuang)新(xin)(xin)聯盟”，建(jian)立(li)資源共享交(jiao)流(liu)(liu)機制(zhi)(zhi)與資源實時共享平臺，制(zhi)(zhi)定統一(yi)、成熟的(de)(de)技術操作(zuo)標準、實踐(jian)教(jiao)(jiao)(jiao)學(xue)(xue)標準和運營(ying)管(guan)理標準，深入探索高(gao)等(deng)教(jiao)(jiao)(jiao)育(yu)(yu)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)智(zhi)(zhi)(zhi)實踐(jian)創(chuang)(chuang)(chuang)新(xin)(xin)發(fa)展(zhan)路徑，進(jin)一(yi)步促進(jin)合作(zuo)交(jiao)流(liu)(liu)、教(jiao)(jiao)(jiao)學(xue)(xue)創(chuang)(chuang)(chuang)新(xin)(xin)與成果轉化，為(wei)(wei)(wei)數(shu)(shu)(shu)(shu)(shu)(shu)(shu)智(zhi)(zhi)(zhi)人(ren)才(cai)(cai)(cai)創(chuang)(chuang)(chuang)新(xin)(xin)培(pei)(pei)(pei)養(yang)提供(gong)(gong)有力支撐。

　　賦能(neng)教學(xue)改革，夯實課程基(ji)(ji)(ji)礎(chu)(chu)。推動數(shu)(shu)智(zhi)(zhi)(zhi)教育(yu)與各(ge)專(zhuan)(zhuan)業交叉融合，助力(li)專(zhuan)(zhuan)業建(jian)(jian)設(she)轉(zhuan)型升級(ji)，新(xin)(xin)增(zeng)人工(gong)智(zhi)(zhi)(zhi)能(neng)、智(zhi)(zhi)(zhi)慧水利、智(zhi)(zhi)(zhi)能(neng)建(jian)(jian)造等(deng)(deng)9個“數(shu)(shu)智(zhi)(zhi)(zhi)+”新(xin)(xin)興交叉專(zhuan)(zhuan)業，建(jian)(jian)成智(zhi)(zhi)(zhi)能(neng)電氣(qi)、智(zhi)(zhi)(zhi)慧國(guo)土空間規劃(hua)(hua)等(deng)(deng)23個“數(shu)(shu)智(zhi)(zhi)(zhi)+”新(xin)(xin)興交叉試驗班，為專(zhuan)(zhuan)業建(jian)(jian)設(she)轉(zhuan)型升級(ji)注(zhu)入(ru)新(xin)(xin)動力(li)。打造數(shu)(shu)智(zhi)(zhi)(zhi)教育(yu)課程體系，本(ben)科階(jie)段開設(she)“人工(gong)智(zhi)(zhi)(zhi)能(neng)導引”通識教育(yu)必(bi)修(xiu)課1門，“數(shu)(shu)據科學(xue)導論”等(deng)(deng)數(shu)(shu)智(zhi)(zhi)(zhi)教育(yu)核(he)心課程16門，并(bing)將數(shu)(shu)據科學(xue)要(yao)素(su)與知(zhi)識前(qian)沿融入(ru)全校各(ge)學(xue)科專(zhuan)(zhuan)業的培養方(fang)案中(zhong)，廣泛覆蓋(gai)公共(gong)基(ji)(ji)(ji)礎(chu)(chu)、跨學(xue)院公共(gong)基(ji)(ji)(ji)礎(chu)(chu)、通識教育(yu)選(xuan)修(xiu)等(deng)(deng)不同類(lei)型課程，形成“1+16+N”的特色(se)課程建(jian)(jian)設(she)體系和培養基(ji)(ji)(ji)本(ben)格局。深化(hua)貫(guan)通培養，積極(ji)開展“大(da)中(zhong)銜接”試點，與部(bu)分(fen)高(gao)中(zhong)合作建(jian)(jian)設(she)7門大(da)學(xue)先修(xiu)課和“數(shu)(shu)智(zhi)(zhi)(zhi)英(ying)才實驗班”，持續(xu)實施強基(ji)(ji)(ji)計劃(hua)(hua)、英(ying)才計劃(hua)(hua)、登峰計劃(hua)(hua)。通過(guo)“分(fen)類(lei)+梯度”模塊化(hua)選(xuan)課、“融通+創新(xin)(xin)”靈活(huo)性設(she)課、“基(ji)(ji)(ji)礎(chu)(chu)+場景”差異化(hua)授課，推動高(gao)中(zhong)、本(ben)科、研究生多階(jie)段貫(guan)通式培養。

　　強化科(ke)技(ji)支撐，促進(jin)研(yan)(yan)用(yong)融合(he)。全面整(zheng)合(he)知(zhi)識(shi)(shi)資源(yuan)、教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)資源(yuan)、實(shi)(shi)訓案例、計(ji)算環境、AI助教(jiao)(jiao)(jiao)等(deng)要(yao)(yao)素，建設(she)集人才培養、科(ke)學(xue)(xue)(xue)(xue)(xue)研(yan)(yan)究、創(chuang)(chuang)(chuang)新(xin)(xin)創(chuang)(chuang)(chuang)業(ye)(ye)(ye)和社會服務(wu)(wu)功能于(yu)一體的(de)數(shu)(shu)智(zhi)(zhi)實(shi)(shi)驗創(chuang)(chuang)(chuang)新(xin)(xin)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)平臺(tai)，有(you)效(xiao)(xiao)提(ti)(ti)高(gao)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)質量、促進(jin)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)創(chuang)(chuang)(chuang)新(xin)(xin)。平臺(tai)聚焦(jiao)虛擬校園(yuan)、數(shu)(shu)智(zhi)(zhi)教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)、數(shu)(shu)智(zhi)(zhi)競賽(sai)、數(shu)(shu)智(zhi)(zhi)實(shi)(shi)訓，包括AI Note案例廣(guang)場和科(ke)創(chuang)(chuang)(chuang)試驗田等(deng)模塊，為(wei)師(shi)(shi)(shi)生提(ti)(ti)供人工智(zhi)(zhi)能模型(xing)(xing)設(she)計(ji)等(deng)創(chuang)(chuang)(chuang)新(xin)(xin)平臺(tai)和實(shi)(shi)訓環境，建設(she)形成數(shu)(shu)智(zhi)(zhi)知(zhi)識(shi)(shi)與人才社區(qu)，支持(chi)教(jiao)(jiao)(jiao)師(shi)(shi)(shi)開展作(zuo)(zuo)業(ye)(ye)(ye)批(pi)評、案例推廣(guang)和教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)評價，方便學(xue)(xue)(xue)(xue)(xue)生進(jin)行自(zi)主學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)、實(shi)(shi)踐(jian)操(cao)作(zuo)(zuo)和知(zhi)識(shi)(shi)共享，進(jin)一步實(shi)(shi)現(xian)“學(xue)(xue)(xue)(xue)(xue)練一體”，有(you)效(xiao)(xiao)促進(jin)學(xue)(xue)(xue)(xue)(xue)生由(you)單一層面的(de)知(zhi)識(shi)(shi)型(xing)(xing)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)向多層次的(de)專(zhuan)業(ye)(ye)(ye)型(xing)(xing)、技(ji)能型(xing)(xing)、創(chuang)(chuang)(chuang)新(xin)(xin)型(xing)(xing)、交叉型(xing)(xing)、實(shi)(shi)踐(jian)型(xing)(xing)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)轉變。依托人工智(zhi)(zhi)能技(ji)術，主導(dao)(dao)研(yan)(yan)發(fa)“珞(luo)珈在線(xian)(xian)AI智(zhi)(zhi)慧教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)中(zhong)心(xin)”，將人才培養方案中(zhong)的(de)畢業(ye)(ye)(ye)要(yao)(yao)求、培養目標、課(ke)程(cheng)目標與教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)過程(cheng)深度融合(he)，為(wei)師(shi)(shi)(shi)生提(ti)(ti)供高(gao)效(xiao)(xiao)準確的(de)數(shu)(shu)據反饋，提(ti)(ti)升教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)管理水平。基于(yu)學(xue)(xue)(xue)(xue)(xue)校、專(zhuan)業(ye)(ye)(ye)、課(ke)程(cheng)三大層級(ji)創(chuang)(chuang)(chuang)建AI教(jiao)(jiao)(jiao)學(xue)(xue)(xue)(xue)(xue)智(zhi)(zhi)能體，為(wei)師(shi)(shi)(shi)生提(ti)(ti)供在線(xian)(xian)課(ke)堂(tang)、虛擬課(ke)堂(tang)、智(zhi)(zhi)能輔導(dao)(dao)、學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)路徑設(she)計(ji)、自(zi)適應學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)系統(tong)等(deng)智(zhi)(zhi)能服務(wu)(wu)，助力學(xue)(xue)(xue)(xue)(xue)生專(zhuan)業(ye)(ye)(ye)學(xue)(xue)(xue)(xue)(xue)習(xi)(xi)、科(ke)研(yan)(yan)創(chuang)(chuang)(chuang)新(xin)(xin)、實(shi)(shi)踐(jian)就業(ye)(ye)(ye)，助力提(ti)(ti)升人才培養質量。