The emergence of "New Quality Productive Forces," characterized by high technology, high efficiency, and high quality, driven by innovation and centered on technologies such as artificial intelligence, big data, the Internet of Things, and cloud computing, is not only bringing profound transformations to human production, lifestyles, and modes of thinking but also imposing unprecedented higher demands on talents' digital literacy, computational thinking, and innovative capabilities. As the core component of higher education for disseminating digital competencies and foundational computational thinking, basic computer education faces severe challenges, as its traditional teaching models, content systems, and assessment methods are increasingly misaligned with the needs of the development of new quality productive forces. This paper aims to explore the new requirements for talent competency structures raised by new quality productive forces. By analyzing the key issues and challenges in current basic computer education regarding goal orientation, content systems, teaching models, and evaluation mechanisms, it delves into the practical pathways for the digital transformation of basic computer education driven by new quality productive forces. This transformation aims to facilitate the entire process of basic computer course teaching in universities towards becoming fully digital, online, interactive, personalized, and intelligent, thereby enhancing students' digital literacy and their awareness and capacity for lifelong learning. The study hopes to provide theoretical reference and practical guidance for the teaching reform and high-quality development of basic computer courses in China.
Cui Tianming (Thu,) studied this question.