Not long ago, the Academic Affairs Office of Fudan University released the "Fudan University Regulations on the Use of AI Tools in Undergraduate Thesis (Design) (Trial)" (hereinafter referred to as the "Regulations"), which proposed "six prohibitions" and quickly attracted attention online, and was called the "strictest AI new regulations in the world". In the past two years, many universities have issued regulations on the use of AI (artificial intelligence) tools by college students, and Fudan University's "Regulations" focus on undergraduate thesis (design) and refine the rules. A reporter from China Youth Daily and China Youth Net found in an interview that some universities have valid concerns: many college students use AI tools in the process of studying, completing assignments, and papers, and the proportion of improper use is not low. At the beginning of this year, Wang Siyao, a lecturer at the School of Public Administration of Nanjing Agricultural University, and Huang Yating, a researcher at the School of Education of Zhejiang University, conducted a survey on the use of AI tools by teachers and students in domestic universities, including more than 3000 full-time undergraduate students from 13 universities. The research results show that undergraduate students use generative AI assisted learning more frequently, with the proportions of "sometimes used", "often used", and "always used" being 32.92%, 40.49%, and 12.29%, respectively; 30% to 40% of undergraduate students stated that they would directly copy content generated by AI. How should universities guide students to empower education with AI while avoiding its impact on their creativity? According to the research conducted by Wang Siyao and Huang Yating, the usage boundaries of AI in university research institutes are constantly being updated. Undergraduate students use AI tools in various forms, including searching for information, literature, daily conversations, data analysis, as well as language polishing, translation, and writing papers; Undergraduate students usually use AI when completing course group assignments and course papers. In the first half of this year, universities such as North China Electric Power University, Hubei University, Fuzhou University, Nanjing University of Technology, Tianjin University of Science and Technology, and Communication University of China successively issued notices, stating that they will pilot the inclusion of risk detection for the use of generative AI in undergraduate thesis review processes. The "Regulations" recently issued by Fudan University are more detailed, allowing students to use AI within the scope of non innovative methods such as literature search and formatting, and prohibiting the use of AI in research design and data analysis, raw data collection, result image and important illustration creation, and other processes. The controversial content in the Regulations mainly focuses on the prohibition of using AI tools for language polishing and translation. In September this year, the Scientific Research Ethics Committee of the Chinese Academy of Sciences issued the "Honesty Reminder on Standardizing the Use of AI Technology in Scientific Research Activities", requiring all institutions affiliated to the Academy to guide scientific and technological personnel and students to use AI technology transparently, normatively and responsibly. The document mentions that "artificial intelligence technology can be used to assist in organizing existing theories, materials, and methods during the writing of results, and language polishing, translation, and standardization checks can be carried out. How should the rules for language polishing and translation be formulated? Regarding this, Chai Qianqian (pseudonym), a young liberal arts teacher from a 985 university in Shanghai, has a relatively tolerant attitude. She believes that AI cannot generate content out of thin air. Even if students use AI to do homework and papers, they still need to provide keywords and their core viewpoints. "AI only serves as a tool to enrich original ideas into written form, and there is no harm to it. Some teachers place great importance on writing ability. Professor Gong Jinping from the Art Education Center of Fudan University believes that in liberal arts education and academic research, students' excessive reliance on AI tools without personality and depth may damage their valuable expressive abilities. But he also believes that it is possible to use AI to translate the abstract part of a paper: "If AI can translate better than humans, why not use it? Or we can make changes ourselves after AI translation. It is also difficult to implement regulations that prohibit the use of AI translation." AI translation has a greater impact on language students. Xu Jingyi, a senior French major student at Shanghai International Studies University, told reporters from China Youth Daily and China Youth Network that students are usually not allowed to use AI translation when completing assignments and course papers; Moreover, exams are closed book, and if you rely on AI to complete assignments, you won't learn anything and won't pass the exam. It's not worth the loss. Xu Jingyi studied and lived in France for over a year, and served as a volunteer for the Paris Olympics. These experiences made her realize the limitations of AI tools: "Communication between people requires deep language skills, such as unleashing one's potential and expressing oneself under pressure during speeches and debates. This language ability cannot be trained or obtained solely through AI. Therefore, attempting to clarify the boundaries. This regulation cannot be implemented in one step and will continue to iterate rapidly with the changing times. How to make students use generative AI tools responsibly? "It can continuously adjust the output content according to my requirements, and sometimes unexpectedly stimulate my writing inspiration." "Looking back at previous conversation records and comparing current and previous thinking, it is indeed different... there is no best, only better, becoming bolder, daring to question, questioning oneself, and questioning others." "As long as I copy and paste or slightly adjust the format expression, it is too convenient. I have basically entrusted course papers and thought reports to AI." "Since I can complete tasks without blowing dust, why bother to search for and organize materials, and then rack my brain to think?" In the research that Wang Siyao participated in, On the topic of AI tools and creativity, the interviewed students gave both positive and negative answers. According to Wang Siyao's analysis, the reasons for this phenomenon can be roughly classified into two categories: one is unconscious improper use, and the other is active plagiarism that "knows it is impossible to do". In the first scenario, students do not know how to use AI appropriately, their understanding of using "degree" is relatively vague, and they are not intentionally plagiarizing. She believes that such situations are mainly caused by the current lack of unified and standardized regulations and policy documents for the application of generative AI in the field of education. Several interviewed teachers also mentioned that due to technological limitations, there are currently no effective tools for detecting AI usage, which poses challenges for evaluating student assignments and papers. Therefore, it is necessary for universities and teachers to provide clear attitudes and rules. The attitude of the University of Hong Kong towards AI tools has shifted from 'prohibition' to 'embrace'. In early 2023, the University of Hong Kong issued a notice prohibiting students from using AI tools such as ChatGPT to complete course assignments, assessments, etc. Students who use them without written permission from their teachers will be treated as plagiarism cases. In August of that year, the University of Hong Kong announced that it would provide various generative AI applications for teachers and students free of charge in the new academic year, and students could submit up to 20 instructions to AI each month. The press release released on the official website of the University of Hong Kong explains that generative AI is rapidly gaining popularity and development; It is important for students to have the ability to effectively master and apply generative AI tools. This is the fifth important skill that students must possess, in addition to the four important communication and dissemination skills of speaking, writing, video, and digital. This press release also points out that under the new policy, teachers should guide students to make good use of generative AI to achieve optimal learning outcomes, and cultivate students' analytical thinking and critical research abilities in teaching; Teachers should establish a fair and effective curriculum evaluation mechanism, while adhering to the highest standards of academic integrity, to ensure that students use generative AI tools responsibly. Using AI to detect AI is not omnipotent. Another article on the official website of the University of Hong Kong, "Generative AI and Plagiarism," mentioned that the widely used plagiarism detection tool Turnitin in the past would produce false positives when used for AI similarity checks. Therefore, teachers should be fully aware of the limitations of the detection tool, and the detection results can only be used as a reference. Teachers can talk to students and ask them to explain the process of completing homework, such as asking students to submit a draft of their assignment; And students should realize the importance of academic integrity and be prepared to communicate with teachers. Fudan University also has similar requirements. The "Regulations" of Fudan University explicitly prohibit the use of any AI tools to review undergraduate thesis (design). At the same time, students are required to make a commitment to academic integrity in their graduation thesis (design), and requirements are made to the supervising teacher, defense committee members, and evaluation experts: teachers should ensure the originality, innovation, and independent completion of the thesis (design) in their communication with students. Adapting to the times and leveraging the advantages of AI in education. The impact of AI on college students' creativity is a double-edged sword. Many universities have already launched a series of measures to cultivate college students' AI literacy. For example, Fudan University announced in June this year that it will launch at least 100 "AI courses" in the 2024-2025 academic year; In September of this year, Nanjing University launched the "Artificial Intelligence General Education Core Course System" for all undergraduate students; Starting from this autumn and winter semester, Zhejiang University has made artificial intelligence a compulsory course for undergraduate students. Students from different professional backgrounds such as science, engineering, agriculture, medicine, humanities, social sciences, and arts can choose from three categories of courses: ABC, based on their respective foundations and needs. In the discussion on AI and education, education experts have repeatedly emphasized the importance of teachers. For example, in September of this year, Shang Junjie, Executive Director of the Learning Science Laboratory at Peking University's School of Education, and others published an article in the media, stating that future teachers will become "super teachers" with the assistance of generative AI, paying more attention to educating students and also having the responsibility of supervising machine teaching. The article proposes that it is necessary to provide systematic product usage training for teachers to ensure that they can fully exert their subjective initiative and promote the effective integration of generative AI and education. In the wave of promoting generative AI applications, people are concerned that some traditional industries will be replaced by AI, with news communication being the first to bear the brunt. A reporter from China Youth Daily and China Youth Net found that some university teachers are actively learning AI knowledge, updating teaching methods and content, guiding students to make good use of AI and enhance creativity, rather than being replaced by AI. Currently, Lan Xingyu, a young associate researcher at the School of Journalism at Fudan University, is teaching intelligent communication courses to students in the master's program, explaining new technological phenomena. Lan Xingyu encourages students to use AI to create works and hopes that they can use various AI tools to produce creative works, such as using AI to create their own workflow and generate a music video (MV). My goal is to guide students to better use AI tools, "said the young teacher. it happens that there is a similar case. Associate Professor Chen Qingwen from the School of Arts and Media at Tongji University has introduced AI literacy in his new media literacy course. She is still collaborating with several young teachers to develop a communication course called 'AI Literacy'. The spread of the AI era has a significant impact on society, such as fake news, social robots, online public opinion and content manipulation. Students need to understand, identify, and respond to these new phenomena and problems Chen Qingwen said. In order to improve teachers' teaching and innovation abilities, Tongji University has established the "Artificial Intelligence Science and Technology" program