Drawing on the teaching practices of low-code application development courses in application-oriented universities, this study analyzes both their positive significance and existing challenges. To address critical challenges in course positioning, instructional depth, platform selection, and the balanced integration of AIGC, this paper introduces a new teaching paradigm for low-code education. This paradigm is designed to foster thinking cultivation at its core through a tiered and diversified implementation approach. The paradigm differentiates between the training objectives of computer science and non-computer science majors, with tailored emphases and distinct instructional trajectories. Moreover, the study examines the prospects of low-code application development under the disruptive impact of large-scale AI models, advancing the viewpoint of symbiosis and a collaborative development framework between the two. The research provides both a theoretical foundation and a replicable practical scheme for the construction of low-code curricula in application-oriented universities.