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<article xsi:noNamespaceSchemaLocation="http://jats.nlm.nih.gov/publishing/1.1/xsd/JATS-journalpublishing1-mathml3.xsd" dtd-version="1.1" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"><front><journal-meta><journal-id journal-id-type="publisher-id">VDE</journal-id><journal-title-group><journal-title>Vocational Development and Education</journal-title></journal-title-group><issn>3066-8549</issn><eissn>3066-8557</eissn><publisher><publisher-name>Art and Technology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.61369/VDE.2026010023</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title>AI 技术在医药英语课程思政中的应用研究</title><url>https://artdesignp.com/journal/VDE/2/1/10.61369/VDE.2026010023</url><author>李正亚,胡晓寒,王导</author><pub-date pub-type="publication-year"><year>2026</year></pub-date><volume>2</volume><issue>1</issue><history><date date-type="pub"><published-time>2026-01-02</published-time></date></history><abstract>&amp;ldquo;课程思政&amp;rdquo;是高等职业教育落实&amp;ldquo;立德树人&amp;rdquo;根本任务的核心路径。针对医药英语课程思政建设中的现实困境，本文构建&amp;ldquo;智能驱动、七维融合&amp;rdquo;的AI 赋能模型框架，从七个维度探索AI 技术在医药英语课程思政中的创新应用，以期实现知识内化、能力培养与价值引领的有机统一，为培养德技并修的医药行业高素质技术技能人才提供参考。</abstract><keywords>人工智能,医药英语,课程思政,立德树人</keywords></article-meta></front><body/><back><ref-list><ref id="B1" content-type="article"><label>1</label><element-citation publication-type="journal"><p>[1]Li L, Kim M. It is like a friend to me: Critical usage of automated feedback systems by self-regulating English learners in higher education[J]. Australasian Journal of Educational Technology, 2024, 40(1): 1-18. https://doi.org/10.14742/ajet.8821.[2]Liu T, Cui J. A Study on the Innovative Model of AI-Empowered Ideological and Political Education in College English Teaching[J]. US-China Education Review A, 2025,15(10): 722-727. DOI:10.17265/2161-623X/2025.10.006.[3]Pallant J L, Blijlevens J, Campbell A, et al. Mastering knowledge: The impact of generative AI on student learning outcomes[J]. Studies in Higher Education, 2025, 50(9):1-22. DOI:10.1080/03075079.2025.2487570.[4]Shamsuddinova S, Heryani P, Naval M A. Evolution to revolution: Critical exploration of educators' perceptions of the impact of Artificial Intelligence (AI) on the teaching and learning process in the GCC region[J]. International Journal of Educational Research, 2024, 125: 102326. https://doi.org/10.1016/j.ijer.2024.102326.[5]Sultana R, Faruk M. Does artificial intelligence increase learners' sustainability in higher education: insights from Bangladesh[J]. Journal of Data and Information Management, 2024, 6: 161-172. https://doi.org/10.1007/s42488-024-00121-4.[6]Zhong C, Ye F, Wang Z, et al. Interdisciplinary-QG: An LLM-Based Framework for Generating High-Quality Interdisciplinary Test Questions with Knowledge Graphs and Chain-of-Thought Reasoning[C]//2025 14th International Conference on Educational and Information Technology (ICEIT). Guangzhou, China, 2025: 68-78. DOI: 10.1109/ ICEIT64364.2025.10975892.</p><pub-id pub-id-type="doi"/></element-citation></ref></ref-list></back></article>
