http://scholars.ntou.edu.tw/handle/123456789/23373 Wed, 08 Apr 2026 19:52:29 GMT 2026-04-08T19:52:29Z http://scholars.ntou.edu.tw/handle/123456789/25927 標題: 快思慢想：運用ChatGPT人機協作深化議題思考之設計與實踐探究 作者: 張芝萱 摘要: 本研究旨在精進「教師專業發展」課程中「真實情境議題研討」的品質，探究 ChatGPT 人機協作的設計，在課室中支援個別化學習與深化思考等方面的作用、價值與限制。研究歷程中先後建構並實施兩版自定義 GPT：「蘇格拉底 1.0」模擬蘇格拉底式提問，引導師資生系統思考；「蘇格拉底 2.0」則轉化為 AI 協作教練，運用七項策略（如積極探問、提示教學、角色扮演、帶入經驗、提供多元選項等），逐步優化議題研討的品質。 透過課堂觀察、訪談、問卷與對話內容分析（共25位師資生參與），發現師資生在學期初多將 ChatGPT 用於查詢與文書輔助，缺乏與AI協思的意識與應用策略。經歷蘇格拉底 1.0 與 2.0 的協作對話後，AI扮演了促進對話、啟發反思的多重角色，能延伸觀點、補充知識、澄清概念並提供個別化支持。期末資料顯示，師資生能展現批判思考，辨識AI優弱點、整合脈絡觀點，並探索因素間的動態關聯，深化對教育議題的系統思考，並增進其專業認同。 本計畫著重教學資源開發與方法創新，實際驗證生成式AI於教育領域的應用與成效。所建構的ChatGPT人機協作模式，能裨益議題研討的歷程品質，亦有助於培養未來教師面對生成式AI所需的數位轉型素養，對素養導向課程整合AI與數位教學助理的設計，提供具體參照與實證基礎。 This study aims to enhance the quality of issue-based inquiry within the “Teacher Professional Development” course by exploring the design, value, and limitations of ChatGPT-based human-AI collaboration in supporting personalized learning and deeper thinking in the classroom. Two iterations of a customized GPT were developed and implemented throughout the study: “Socratic 1.0,” which simulated Socratic questioning to guide pre-service teachers in systems thinking, and “Socratic 2.0,” which was refined into an AI collaboration coach employing seven strategies (e.g., proactive questioning, prompt engineering, role-playing, incorporating personal experience, and offering diverse options) to optimize the quality of issue discussions progressively. Data were collected through classroom observations, interviews, questionnaires, and analysis of user-AI dialogues (with 25 participating pre-service teachers). Results indicated that, at the beginning of the semester, most students used ChatGPT primarily for information retrieval and writing assistance, lacking awareness of its collaborative thinking potential. After engaging with Socratic 1.0 and 2.0, ChatGPT played multifaceted roles in facilitating dialogue, stimulating reflection, extending perspectives, supplementing knowledge, clarifying concepts, and providing personalized support. By the end of the course, students demonstrated critical thinking, the ability to recognize AI strengths and limitations, integrate contextual perspectives, explore dynamic interrelationships among factors, and deepen systems thinking related to educational issues, contributing also to their sense of professional identity. This project focused on developing teaching resources and innovative instruction, providing empirical evidence of the effectiveness of generative AI in education. The constructed ChatGPT-human collaboration model not only enhances the quality of issue-based inquiry but also supports the cultivation of digital transformation competencies essential for future teachers. It offers concrete references and research-based insights for integrating AI and digital teaching assistants into competency-based teacher education. Thu, 01 Aug 2024 00:00:00 GMT http://scholars.ntou.edu.tw/handle/123456789/25927 2024-08-01T00:00:00Z http://scholars.ntou.edu.tw/handle/123456789/25172 標題: 普通教育教師融合教育準備度促進策略之探究~特殊教育導論SQD模型建構 作者: 張芝萱 摘要: 本研究的目的在探討如何促進普通教育教師之融合教育準備度，降低對融合教育的顧慮，增進效能感與積極態度。透過調校「特殊教育導論」課程的目標內涵，系統的規畫學習，探究師資生對融合教育的態度與效能感如何發展。 本研究第一年將致力於統整理論與實務，應用SQD模型概念(Tondeur,et al., 2019)建構本課程的學習模型；再透過行動研究循環修正，確認其可行性與初步效益。此階段研究問題有三： 1. 師資生對融合教育的態度如何？本課程的學習歷程，是否讓師資生的態度有所轉變?這變化何以發生? 師資生對此經驗的理解為何？ 2. 師資生對融合教育的效能感如何？如何完成本課程之探究與實作任務？怎樣的任務設計有益於增進師資生的效能感？師資生對任務相關專業知能的理解為何？ 3. 本課程目標內涵與學習設計的調整，師資生是否感受得到對其未來融合教育實務的助益？遇到什麼挑戰？有何建議？ 本研究為普通教育教師重新設計「特殊教育導論」課程，以融合教育態度與價值觀的涵化為基礎，貼近實務的專業知能為重點，設計促進融合教育態度與效能感的任務與相關評量計畫，以提供課程發展之實徵研究證據。後續將逐年針對不同研究焦點，深入探討個別策略的運用、效益與改進，提供師資培育研究與實務工作者參考。 Tue, 01 Aug 2023 00:00:00 GMT http://scholars.ntou.edu.tw/handle/123456789/25172 2023-08-01T00:00:00Z http://scholars.ntou.edu.tw/handle/123456789/25171 標題: 「 給夢一把梯子 」 以教學行動研究為基礎之跨文化代間交流手冊研究 作者: 黃雅英 摘要: 本研究目的在透過行動研究開發跨文化代間交流手冊，以作為跨文化代間共學的輔助工具，藉此強化不同場域課程要素間的連結以提升跨文化溝通素養的學習效益。在110年國際生與樂齡生的跨文化代間共學模式基礎上，於 112年擬邀請修讀研究者開設之華語文跨文化課程設計與教材編寫之華語文教學研究生，一起加入跨文化跨世代交流社群，一方面協助國際生與樂齡學員的跨文化代間交流 ，一方面提供華語師資生實踐跨文化教材教法理論的機會 ，提升此模式的機制、嘉惠彼此。 Tue, 01 Aug 2023 00:00:00 GMT http://scholars.ntou.edu.tw/handle/123456789/25171 2023-08-01T00:00:00Z http://scholars.ntou.edu.tw/handle/123456789/24182 標題: Open Mind and Open Eye _以教中學提升國際生與師資生的跨文化溝通素養 作者: 黃雅英 摘要: 在全球化以及國際教育的推動下，國際人力的社會融合與跨文化教學素養的師資培育已是迫切的教育目標。跨越國界與世代藩籬的高教地景也已是未來趨勢，其中「跨文化溝通能力」(intercultural communicative competence)更是串聯彼此相互尊重、同理互助的關鍵能力。因此本計畫以國際學位生必修之「大學華語課」為主要場域，邀請對華語文跨文化教學有興趣的準教師與國際生進行跨文化的偕同教中學，期待以跨文化溝通能力為共同目標，透過行動研究發展跨文化協同教中學的理想課程模式，並探討此模式對雙方跨文化溝通能力的效益。依「自我覺察、互動交流、提問比較、回饋反思、學習故事分享」的共學步驟回應跨文化溝通能力的教學目標，期待藉此共學機制改善雙方場域的主要問題並達成以下目標： (一)改善課程問題：以「跨文化接觸」深化雙方對「教」與「學」的跨文化批判意識。 (二)促進學習效益：以「跨文化共學」的真實互動促進跨文化溝通能力轉化。 (三)創新教學模式：以「文化主題互相教中學」體驗提高彼此的跨文化溝通技巧。 (四)建立反思機制：以「跨文化學習歷程檔案」的分享與編輯培養跨文化批判意識。 Internationalization of higher education and the development of teachers' intercultural communicative competence have become crucial goals for Taiwan in the context of globalization in the face of a declining birthrate and multicultural society. The ability of intercultural communicative competence is an important key capability to make people become a global citizen. It included a series of mutual empathy, mutual assistance and mutual benefit. Therefore, this project expects to take intercultural communicative competence as a common goal, to develop an ideal intercultural curriculum model base on "co-learning by teaching" and learning through action research, and also explore the benefits of this model on intercultural communicative competence of both parties. According to the intercultural communicative teaching steps of "self-awareness, questioning and comparison, interactive communication, feedback and reflection, and story sharing", we hope to achieve the following goals: (1) Improving the curriculum: Through the “ international students and Taiwan student teachers co-learning", Participants can see themselves via other's eyes and transformation through real intercultural interaction. (2) Promoting the effectiveness of learning: the transformation of intercultural communicative skills will be promoted with the real exchange activities of " international students and student teachers co-learning by teaching" (3) Innovative teaching mode: Through the “intercultural student teachers and international students co-learning, cultural teaching experience can improve intercultural communicative competence (4) Establish a reflection mechanism: Through the " student teachers and international students co-learning by teaching,", the study portfolio and reflection helps critical-cultural awareness Mon, 01 Aug 2022 00:00:00 GMT http://scholars.ntou.edu.tw/handle/123456789/24182 2022-08-01T00:00:00Z