Teaching Design and Practice of Artificial Intelligence Fundamentals Based on the BOPPPS Model and Project-Based Learning 
Zhou Feng

Xinyang Normal University，Xinyang Henan，464000；

Abstract: Amid the rapid proliferation of artificial intelligence technology, general education in AI for non-computer science majors in higher education faces practical challenges including theoretical abstraction, weak practical application, and low student engagement. This study deeply integrates the BOPPPS teaching model with project-based learning methods. Using the machine learning and image classification modules from the “Fundamentals of Artificial Intelligence” course as the teaching vehicle, it constructs an integrated teaching process of “theoretical instruction + project practice + collaborative inquiry” through six stages: introduction, goal setting, pre-assessment, participatory learning, post-assessment, and summary. Teaching practice demonstrates that this model effectively reduces students' comprehension barriers to AI knowledge, enhances classroom engagement and knowledge internalization, while simultaneously cultivating computational thinking, problem-solving abilities, and teamwork awareness. It provides a referenceable practical paradigm for teaching reform in university-level AI general education courses.

Keywords: BOPPPS teaching model; project-based learning; fundamentals of artificial intelligence; general education; instructional design

References

[1] Wang, L. (2021). Research on the application of the BOPPPS model in blended teaching in colleges and universities. Modern Educational Technology, 31(5), 56–62.

[2]Patton, A., & Simon, B. (2020). Project-based learning in STEM education: A meta-analysis of effects on student outcomes. Journal of Engineering Education, 109(3), 444–472.

[3]Li, Y., & Zhang, J. (2023). Integrated design and practice of inquiry learning and the BOPPPS model: Taking the basic computer course as an example. China Educational Technology, (7), 112–118.

[4]Ministry of Education of the People’s Republic of. (2022). Information technology curriculum standards for compulsory education (2022 edition). Beijing Normal University Press.

[5]Zhang, W., & Liu, F. (2024). Current situation, challenges and countermeasures of artificial intelligence general education in colleges and universities. Journal of Higher Education, 45(2), 86–93.

[6]Chen, L., & Smith, J. (2023). Graphical AI tools for non-majors: Enhancing accessibility and engagement in AI education. Computers & Education, 198, 104789.