智能教育与教学
Journal of Intelligent Education and Teaching
- Publisher:Eastern Sunshine Publishing House Limited
- ISSN Print:3080-8405(P)
- ISSN Online:3080-8413(O)
- Subject Category:Educational Sciences
- Publication Frequency:Monthly
- Submissions:0
- Views:173
Related
- Construction and Practice of a Hybrid Teaching Model Empowered by Intelligent Technology: a Case Study of the Course “Mechanical Manufacturing Process”
- Exploring Team Leadership in Cross-Border E-Commerce: AI Mentors Empowering Organizational Behavior Smart Courses
- Path Analysis of Empowering Blended Teaching in Universities with Educational Agents
- Research on Party Member File Management under the PDCA Cycle: a Practical Path in Higher Education Based on Smart Education
- Washback Effect of High-Stakes English Tests on College Oral English Teaching
AI在本科服装设计教学中的批判性实践路径
Critical Practical Approaches to AI in Undergraduate Fashion Design Pedagogy
Published: 2026-09-08
Author: 杨笛 :成都锦城学院 四川成都; YANG Di :Chengdu Jincheng College, Chengdu;
Chinese Abstract: 人工智能技术正加速渗透于本科服装设计教育领域，但在“AI赋能”的主流叙事之下，潜藏着设计思维被技术逻辑反向驯化的深层风险。本研究基于本科服装与服饰设计专业核心课程《服装设计方法》的教学实践，批判性审视AI辅助设计工具在教学中的双重效应。一方面，AI拓宽了灵感发散、调研整合与方案迭代的效率边界；另一方面，若缺乏批判性教学设计，AI生成内容的同质化倾向、视觉中心主义偏差和设计决策的让渡，可能侵蚀学生独立设计思维的形成。该文提出“思维共生”的教学路径，通过分层教学设计实现从“人驯化工具”到“人与工具共生”的能力跃迁，为AI时代本科服装设计类课程的批判性教学改革提供理论框架与实践参照。
Abstract: Artificial intelligence (AI) technologies are accelerating their integration into undergraduate fashion design education. Beneath the prevailing narrative of "AI empowerment", however, there lurks a significant risk that design thinking may be subtly reined in or counter-shaped by technological logic. Drawing on the teaching practice of the core course Fashion Design Methods for undergraduate fashion and apparel design majors, this paper critically examines the dual effects of AI-assisted design tools in the pedagogical context. On the one hand, AI broadens the efficiency frontiers of ideation, research synthesis, and iterative solution development; on the other hand, in the absence of critical pedagogical design, the homogenizing tendency of AI-generated content, its visual‑centric bias, and the delegation of design decision‑making can undermine the cultivation of students' independent design thinking. This paper proposes a pedagogical pathway of "cognitive symbiosis", which employs a tiered instructional design to facilitate a capability transition from "human taming tools" to "human-tool symbiosis". This framework offers both a theoretical foundation and practical guidance for critical pedagogical reform in undergraduate fashion design courses in the AI era.
Chinese Keywords: 人工智能；服装设计教学；设计思维；思维共生；批判性教学
Keywords: artificial intelligence; fashion design education; design thinking; cognitive symbiosis; critical pedagogy