Exploring the Practice of Generative Artificial Intelligence in Empowering University Curriculum Development -- A Case Study of the Course Aesthetic Mechanisms and Principles

Abstract

With the rapid advancement of generative artificial intelligence, university curriculum development is entering a new phase of
transformation. How to integrate generative AI into curriculum construction while adhering to educational objectives and disciplinary principles has become a critical issue in contemporary higher education reform. Taking the undergraduate general education course Aesthetic
Mechanisms and Principles as a case study, this paper examines the practical necessity of generative AI in curriculum development from the
perspective of teaching practice. By focusing on curriculum resource integration, instructional support optimization, and feedback-oriented
course operation, the study explores the application pathways and effects of generative AI in curriculum construction. The findings indicate
that generative AI can improve teaching efficiency and learning experience by restructuring curricular resources and extending learning support. However, its application must consistently follow the principles of teacher leadership, humanmachine collaboration, and prudent use to
ensure alignment between technological empowerment and educational value.