Research on the Construction of a New "Smart Adaptive–Project-Based" Teaching Model for the EXCEL and Data Statistical Analysis Course Empowered by AIGC

Abstract

The rise of generative artificial intelligence (AIGC) technology has provided revolutionary tools for the digital transformation of higher education and the innovation of teaching models. In response to the core problems commonly found in the current teaching of the EXCEL and Data Statistical Analysis course—namely, the "separation of knowledge and practice," "teaching homogenization," and "weakening of thinking cultivation"—this study aims to construct a new teaching model oriented toward cultivating students' higher-order thinking and their ability to solve complex problems. This study proposes a "Smart Adaptive–Project-Based" teaching theoretical framework that integrates the trinity of "AIGC–PBL–Platform," and systematically elaborates on the in-depth integration logic whereby AIGC serves as a "cognitive partner," project-based learning (PBL) functions as a "practical context," and the online teaching platform acts as a "collaborative foundation." Theoretically, this study demonstrates the potential value of this model in promoting personalized learning, deepening knowledge construction, and fostering data thinking and intelligent literacy. It also provides a forward-looking discussion of the key conditions for successful implementation, potential challenges, and corresponding coping strategies, with the aim of offering a complete and operable design blueprint and theoretical reference for systematic teaching reform in similar courses under the context of intelligent technology.