| 张高传 刘红宁 肖笑飞 朱卫丰.人工智能时代高等教育核心任务：提出问题能力培养的意义论析[J].江西中医药大学学报,2025,37(5):102-105. |
| 人工智能时代高等教育核心任务：提出问题能力培养的意义论析 |
| The Core Task of Higher Education in the Era of Artificial Intelligence: An Analysis of the Significance of Cultivating the Ability to Ask Questions |
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| DOI：10.20140/j.2095-7785.2025.05.24 |
| 中文关键词: 人工智能；高等教育；问题提出能力；知识生产范式；创新 |
| 英文关键词: Artificial Intelligence; Higher Education; Problem Formulation Ability; Knowledge Production Paradigm; Innovation |
| 基金项目:中央本级重大增减支项目（2060302）；江西省高校人文社会科学研究项目（JY23119）；江西中医药大学教改项目（2020jzyb-32）。 |
| 作者 | 单位 | | 张高传 刘红宁 肖笑飞 朱卫丰 | 江西中医药大学 南昌 330004 |
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| 中文摘要: |
| 在人工智能（AI）技术重塑知识生态的背景下，高等教育正面临从“解答导向”向“提问驱动”的范式转型。目
前，AI 对已知问题的高效解答消解了传统教育中“解题能力”的稀缺性，而知识创新的本质始于“提出有价值问题”的能
力。研究强调，突破性创新依赖“非常规问题”的提出，交叉学科融合需要“跨域问题”的联结，提问更是个体主动建构认
知、表达价值判断的核心过程。在此背景下，高等教育需重构目标，从培养“问题解决者”转向“问题提出者”，将提问能力
作为 AI 时代的“元能力”，其不仅是知识生产的起点、人机协作的主导权所在，更是教育守住不可替代性的关键。这一转型
既是应对技术挑战的策略，更是回归教育本质的必然要求。 |
| 英文摘要: |
| Against the backdrop of artificial intelligence (AI) technologies reshaping the knowledge ecosystem, higher education is
undergoing a paradigmatic transformation from an "answer-oriented" approach to a "question-driven" one. This paper argues that AI's
efficient ability to provide solutions to known problems has eroded the scarcity of "problem-solving skills" that was central to traditional
education, whereas the essence of knowledge innovation lies in the capacity to "pose valuable questions". The study emphasizes that
breakthrough innovations depend on the articulation of "unconventional questions"; interdisciplinary integration necessitates the linking of
"cross-domain questions"; and questioning constitutes a core process through which individuals actively construct cognition and articulate
value judgments. In this context, higher education must reconstruct its objectives, moving away from cultivating "problem-solvers" towards
nurturing "question-formulators". It should recognize questioning ability as the "meta-competence" of the AI era, which serves not only
as the starting point of knowledge production and the locus of initiative in human-machine collaboration, but also as the key to education
retaining its irreplaceability. This transformation is not merely a strategy to address technological challenges, but an inevitable return to the
fundamental essence of education |
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