Construction and Research on the "Generative Inquiry" Teaching Model for Python Programming Course under the Empowerment of Artificial Intelligence Generated Content

Abstract

With the rapid advancement of generative artificial intelligence technology, the intelligent transformation of education continues to deepen. To address long-standing issues in the Python programming course, such as significant cognitive disparities among students and difficulties in teaching abstract concepts, this study constructs an AIGC-empowered "Generative Inquiry" teaching model based on constructivist theory. This model positions students as the main actors and AIGC as a cognitive partner, systematically reconstructing teaching objectives, the roles of teachers and students, teaching processes, and evaluation systems through a "generate-validate-iterate" inquiry process, thereby providing a comprehensive solution to overcome the limitations of traditional teaching. This research not only offers an innovative practical paradigm for integrating intelligent technology into disciplinary teaching but also opens new pathways for cultivating students' computational thinking and innovative abilities. Subsequent studies will involve interdisciplinary validation and empirical research on the model's effectiveness.