新一代人工智能技术的蓬勃发展，为高校思想政治教育开辟了一个前所未有的广阔空间。特别是ChatGPT、文心一言、New Bing以及谷歌最新推出的Google Bard等生成式人工智能工具的涌现，为各行各业注入新的活力。他们不仅为高校思想政治教育带来了效能的提升，更促进了教育方式的转换。

对高校思想政治教育而言，生成式人工智能既是机遇又是挑战。生成式人工智能创新了高校思想政治教育资源，它驱动知识体系从单学科向跨学科交叉融合转变，提升了思想政治教育话语的质量，并促使大学生从知识接受迁移到知识的创造性生成；它拓展了高校思想政治教育的模式，学生的课堂学习由“沉浸式”转变为“互动式”，教师育人空间从“单一课堂”扩展到“多元场域”，教育方法从“单一化”演进为“复合化”；生成式人工智能还增强了高校思想政治教育的实效，教育话语从“事实真理”转向“理性真理”，育人体验从“抽象化”变为“具身化”，育人精准性则从“匹配推荐”提升到“定制创生”。

生成式人工智能赋能高校思想政治教育也面临以下挑战：意识形态向度困境、价值观信度困境、情感认同度困境。意识形态向度困境主要表现为：生成式人工智能技术研发背景中潜藏着资本主义意识形态渗透的风险，“信息茧房”效应影响了大学生对主流意识形态的认知，该技术的高效便捷性降低了大学生的意识形态辨识能力。在价值观信度方面，生成式人工智能技术因信息离散化导致生成内容浅显平庸，学科边界的泛化挑战了高校思想政治教育的核心育人功能。在情感认同度方面，技术标准的引入偏重理性层面发展，忽视了情感与道德的培养，“文化反哺”现象弱化了传统师生关系，“客观虚拟”取代了人际互动，导致人际关系疏离。

针对意识形态向度的困境，应融入主流意识形态，引领生成式人工智能的发展，构建开放多元的信息交流平台，打破“信息茧房”效应，并通过提升算法媒介素养来增强意识形态辨识力。针对价值观信度的困境，应构建高校思想政治教育的语料库，确保“立德树人”的核心功能得以实现，并通过优化技术架构来强化话语育人效能。在情感认同度方面，应在“理”“善”双重目标下培养高校大学生，构建师生平等对话关系，通过拓展大学生的人际交往来构筑更为情感丰富的内心世界。

创新思想政治教育课程，提高其实效，是党对思想政治课的要求；探索生成式人工智能的育人新机制，培养自由全面发展的大学生，是新时代对思想政治课的要求。

The vigorous development of the new generation of artificial intelligence technology has opened up an unprecedentedly broad space for ideological and political education in colleges and universities. Especially the emergence of generative artificial intelligence tools such as ChatGPT, Wenxin Yiyan, New Bing and Google Bard, which was recently launched by Google, has injected new vitality into all walks of life. They not only bring about an improvement in the efficiency of ideological and political education in colleges and universities, but also promote the transformation of educational methods.

For ideological and political education in colleges and universities, generative artificial intelligence is both an opportunity and a challenge. Generative artificial intelligence innovates the resources of ideological and political education in colleges and universities. It drives the knowledge system to transform from single disciplines to interdisciplinary integration, improves the quality of ideological and political education discourse, and prompts college students to shift from knowledge acceptance to creative knowledge generation. It expands the model of ideological and political education in colleges and universities. Students' classroom learning changes from "immersive" to "interactive", and teachers' educational space expands from "single classroom" to "multiple fields". The educational methods evolve from "single" to "composite". Generative artificial intelligence also enhances the effectiveness of ideological and political education in colleges and universities. The educational discourse shifts from "factual truth" to "rational truth", the educational experience changes from "abstract" to "embodied", and the precision of education improves from "matching recommendation" to "customized creation".

The empowerment of generative artificial intelligence to ideological and political education in colleges and universities also faces the following challenges: ideological dimension predicament, value credibility predicament, and emotional identification predicament. The ideological dimension predicament is mainly manifested in the risk of capitalist ideology infiltration in the background of generative artificial intelligence technology research and development, the "information cocoon" effect affecting college students' cognition of the mainstream ideology, and the high efficiency and convenience of this technology reducing college students' ideological identification ability. In terms of value credibility, the information fragmentation caused by generative artificial intelligence technology leads to shallow and mediocre generated content, and the generalization of disciplinary boundaries challenges the core educational function of ideological and political education in colleges and universities. In terms of emotional identification, the introduction of technical standards focuses on rational development, neglecting the cultivation of emotions and morality. The "cultural feedback" phenomenon weakens the traditional teacher-student relationship, and "objective virtuality" replaces interpersonal interaction, leading to the alienation of interpersonal relationships.

To address the ideological dimension predicament, mainstream ideology should be integrated to guide the development of generative artificial intelligence, an open and diverse information exchange platform should be constructed to break the "information cocoon" effect, and the ideological identification ability should be enhanced by improving algorithm media literacy. To address the value credibility predicament, a corpus for ideological and political education in colleges and universities should be constructed to ensure the realization of the core function of "cultivating virtue and nurturing talent", and the discourse educational effectiveness should be strengthened by optimizing the technical architecture. In terms of emotional identification, college students should be cultivated under the dual goals of "reason" and "goodness", an equal dialogue relationship between teachers and students should be constructed, and a more emotionally rich inner world should be built by expanding college students' interpersonal communication.

Innovating ideological and political education courses and improving their effectiveness is the Party's requirement for ideological and political courses; exploring new educational mechanisms of generative artificial intelligence and cultivating free and all-round developed college students is the requirement of the times for ideological and political courses.

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（二）期刊报纸类

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[28]张文祥.生成式人工智能虚假信息的舆论生态挑战与治理进路[J/OL].山东大学学报(哲学社会科学版),2025,(01).

[29]甘雪岩.近忧和远盼：生成式人工智能时代的情感教育[J].黑龙江高教研究,2024,42(10).

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（三）学位论文类：

[1]刘明龙.人工智能背景下高校智慧思政建设研究[D].陕西师范大学,2021.

[2]付艳.人工智能视域下高校思想政治教育创新研究[D].中南大学,2022.

[3]焦立涛.人工智能赋能大学生思想政治教育研究[D].山东师范大学,2023.

[4]申晓腾.“人工智能+”思想政治教育研究[D].东北林业大学,2023.

[5]刘歌.人工智能时代高校思想政治教育效果提升研究[D].北京科技大学,2024.

（四）英文期刊类：

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[2]COOPER C. Examining science education in ChatCPT:An exploratory study ofgenerative artificial inteligence[J]. Joumnaof Science Education and Technology , 2023(3).

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[4]Ochoa O E ,Sabaté M J ,Arguedas M , et al.Exploring the utilization and deficiencies of Generative Artificial Intelligence in students’cognitive and emotional needs: a systematic mini-review[J].Frontiers in Artificial Intelligence,2024,71493566-1493566.