Research on the Application of Python Project-Based Textbooks in Artificial Intelligence Education
DOI:
https://doi.org/10.67148/fahss-2026-229Keywords:
Python programming; project‑based textbooks; artificial intelligence education; project‑driven teaching; teaching reformAbstract
The rapid evolution of artificial intelligence technology has made Python programming competency a critical demand in talent cultivation. However, the “knowledge-oriented” compilation logic and linear grammatical arrangement of traditional textbooks fail to bridge the gap between theoretical instruction and practical application. Targeting this structural contradiction, this study systematically explores the design philosophy, teaching practices, and application effects of Python project-based textbooks in artificial intelligence education. Grounded in constructivist learning theory, project-based learning theory, and the “learning by doing” educational philosophy, the study proposes a textbook design framework characterised by “project orientation, task driving, and unity of knowledge and action,” which organically integrates the Python knowledge system and AI application scenarios into graded project tasks. The study comprehensively employs methods such as questionnaire surveys, final grade comparative analysis, and project work evaluation to assess teaching effectiveness. The results indicate that students’ learning interest and programming self-efficacy have significantly improved, and most students are able to independently use AI algorithm libraries such as Pandas and Matplotlib to complete data processing and visualisation tasks. The study concludes that project-based textbooks, through the mechanism of “learning programming by doing projects and using AI in programming,” effectively enhance students’ programming practical abilities and AI application literacy, providing a referable practical pathway and theoretical reference for textbook reform in programming education in the AI era.
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