Exploring the development of interdisciplinary courses in data analysis and AI within the context of new engineering education
新工科背景下数据分析与AI交叉课程建设探索

摘要

在新工科建设与人工智能（AI）技术快速发展的背景下，学科交叉已成为研究生教育的重要趋势。针对当前数据分析及AI的相关课程偏重工程应用，数理理论支撑薄弱、跨学科融合不足等现实问题，本文立足数学与控制科学工程两大学科交叉，以数学与统计学为底层根基，融合控制算法与AI技术，构建面向相关工科研究生的交叉课程建设方案。课程建设通过重构三层递进的知识体系，打造分层式融合新形态教材体系，实施授人以渔的教学范式变革，同步融入兵工特色课程思政，搭建以数学建模与数据分析能力为核心、融合过程性考核与期末终结考核的多元评价体系。依托课程承载、多域渗透、价值引领的思政育人模式，本方案已完成12名跨学科研究生首轮试点授课，旨为新工科背景下的复合型人才培养提供经过小规模实践验证的课程建设支撑。

Abstract

Against the background of the in-depth advancement of new engineering construction and the rapid development of Artificial Intelligence (AI) technology, interdisciplinary integration has become an important trend in postgraduate education. Addressing current challenges—such as the overemphasis on engineering applications in data analysis and AI-related courses, weak theoretical foundations in mathematics, and insufficient interdisciplinary integration—this paper focuses on the intersection of mathematics and control science and engineering. Building on a foundation of mathematics and statistics and integrating control algorithms with AI technology, it proposes a plan for developing interdisciplinary courses tailored for graduate students in relevant engineering disciplines. The curriculum development involves restructuring a three-tiered, progressive knowledge system; creating a new tiered integrated textbook system; implementing a pedagogical paradigm shift focused on “teaching students how to fish”; simultaneously incorporating ideological and political education tailored to the defense industry; and establishing a diversified assessment system centered on mathematical modeling and data analysis skills, which integrates formative and summative assessments. Relying on an ideological and political education model characterized by curriculum-based delivery, multi-domain infiltration, and value-driven guidance, this program has completed the first round of pilot instruction for 12 interdisciplinary graduate students. It aims to provide curriculum development support—validated through small-scale practice—for the cultivation of multidisciplinary talent within the context of the “New Engineering” initiative.