抄録
ChatGPT has demonstrated remarkable creativity in reshaping our understanding of “intelligence” and has brought about profound transformations in contemporary society. However, if higher education institutions adopt a blanket prohibition approach, it may result in the incomplete development of professional skills among future professionals. Despite the emergence of ChatGPT raising concerns about the authority of teaching, disrupting the traditional teaching landscape, and creating a crisis of trust in creativity, its potential as a versatile educational resource lies in its ability to break down the barriers of disciplinary specialization, ignite a “classroom revolution”, facilitate transformative knowledge dissemination, dismantle information silos, and expedite knowledge production. Therefore, higher education must leverage the transformative capabilities of artificial intelligence to diversify teaching objectives, polarize teaching content, introduce intelligent teaching processes, embrace diverse approaches to evaluating student performance, and foster collaborative knowledge production to effectively navigate the era of ChatGPT.
