近年来大学生心理健康问题日益凸显,传统心理健康评估与干预方法的局限性以及人工智能技术的快速发展,为大学生心理健康评估与干预带来了新的发展机遇。文章探讨了人工智能技术在大学生心理健康评估和干预中用到的多模态评估技术、机器学习和神经网络算法、虚拟现实(VR)和增强现实(AR)技术、分析了“北小六”人工智能心理服务机器人、AI倾诉师EmoGPT人工智能聊天机器人、Woebot聊天机器人三个典型应用案例,讨论了在实际应用中可能面临的信息安全和伦理问题、缺乏共情能力的问题及应对措施,为将来人工智能技术在大学生心理健康服务领域的实践与研究提供参考。In recent years, college students’ mental health problems have become more and more prominent, and the limitations of traditional mental health assessment and intervention methods as well as the rapid development of artificial intelligence (AI) technology have brought new development opportunities for college students’ mental health assessment and intervention. The article discusses the multimodal assessment technology, machine learning and neural network algorithms, virtual reality (VR) and augmented reality (AR) technology used in the assessment and intervention of college students’ mental health, and analyzes the “Beixiaoliu” AI psychological service robot, AI confidant EmoGPT AI chatbot, and Woebot chatbot. Three typical application cases of “Beixiaoliu” AI psychological service robot, AI confidant EmoGPT AI chatbot and Woebot AI chatbot are analyzed, and information leakage, ethical issues, lack of empathy and development difficulties that may be faced in the actual application are discussed as well as countermeasures, which will be used as a reference for the practice and research of AI technology in the field of college students’ mental health service in the future.
文章探讨了数字化转型背景下中职教师数字素养提升的时代诉求、现实困境及优化路径。研究发现,数字素养的提升既是深化产教融合、精准对接产业需求的必然要求,也是创新教学模式、培养高素质技能人才的重要保障。当前中职教师数字素养培育面临受传统教学观念束缚,难以实现技术与教育的深度融合;培训内容实践操作性弱,导致数字化应用与教学需求脱节;评价体系标准笼统,制约教师专业发展的可持续性等问题。对此,文章提出通过育人理念转型驱动教学思维革新;构建分层分类的师资培训体系,强化团队协作;深化校企合作,打造数字技术应用实践场景;建立动态多元评价体系,推动教师数字素养精准监测与反馈等数字素养提升路径。This paper discusses the era appeal, realistic dilemma and optimization path of the improvement of digital literacy of secondary vocational teachers under the background of digital transformation. The improvement of digital literacy is not only an inevitable requirement for deepening the integration of production and education and accurately meeting the needs of the industry, but also an important guarantee for innovating teaching models and cultivating high-quality skilled talents. At present, the cultivation of digital literacy of secondary vocational teachers is faced with the constraints of traditional teaching concepts, and it is difficult to realize the deep integration of technology and education. The practical operability of the training content is weak, and the digital application is out of touch with the teaching needs;the standard of the evaluation system is general, which restricts the sustainability of teachers’ professional development. In this regard, the article proposes to drive the innovation of teaching thinking through the transformation of educational concepts;build a hierarchical classification of teacher training system, strengthen teamwork;deepen school-enterpri
