教師在知識翻新環境之跨領域教學設計對GAI的提問與感知研究

Teachers’ Prompts and Perception of GAI in Interdisciplinary Teaching Design within Knowledge-Building Environment

傳統師資培育著重單一學科，教師跨領域知識不足、溝通協作困難，對跨領域教學設計缺乏信心與意願。生成式人工智慧（GAI）背後強大的資料庫與文字處理能力，可彌補教師跨領域知識之不足。然而，GAI生成內容的品質，仍有賴良好的提問（或提示，以下以提問統稱），教師在跨域教學設計如何與GAI協作，其歷程中的提問成為關鍵；而跨域教學設計中，教師與GAI互動，同時有社群的支持，強調社群協作與想法發展的知識翻新環境不可或缺。本研究以18位在職教師為對象，探討教師如何在整合GAI的知識翻新環境中進行跨領域教學設計，採用混合研究方法，分析其對GAI提問的進展與感知。研究發現有：一、教師對GAI的提問行為主要集中在提取訊息和推論訊息，且兩個層次之間轉移頻繁，後續會轉移至較高層次的詮釋整合及比較評估，但仍有改進空間；二、進一步分析顯示，教師在社群中有意識運用GAI提供的資訊用於更深入的推論，並結合自身經驗和其他資源進行綜合分析；三、在整合GAI的知識翻新環境中，教師對GAI的感知度提升。透過社群對話與回饋，對GAI生成的資訊再驗證，幫助教師保持批判思維，顯示GAI的運用與社群相輔相成。最後，提出在科技創新下，教師專業發展之相關建議。

Traditional teacher education focuses on single subjects, limits interdisciplinary knowledge, hinders communication and collaboration, and reduces confidence in interdisciplinary teaching design. Generative AI (GAI)’s vast databases can compensate for teachers’ limited interdisciplinary knowledge, but the quality of its output relies on effective prompting (or questioning, hereafter referred to as prompting). The collaboration between teachers and GAI in interdisciplinary teaching design makes effective prompting essential, highlighting the need for a Knowledge-Building environment that fosters collaboration and idea development. This study focuses on 18 in-service teachers and explores how they engage in interdisciplinary teaching design within a Knowledge-Building environment integrated with GAI. A mixed-method approach was used to analyze their prompting progress and perceptions of GAI. The study found that: (1) Teachers’ prompting behavior with GAI primarily focused on extracting and inferring information, with frequent transitions between these two levels. Subsequent shifts often move towards higher-level interpretation and integration, as well as comparative and evaluation, though there is still room for improvement. (2) Further analysis showed that teachers consciously used the information provided by GAI for deeper inference within the community and combined it with their own experiences and other resources for comprehensive analysis. (3) In the Knowledge-Building environment integrated with GAI, teachers’ perceptions of GAI improved. Through community discourse and feedback, teachers revalidated GAI-generated information, which helped them maintain critical thinking. This shows that the use of GAI complements community collaboration. Finally, suggestions for teacher professional development in the context of technological innovation are proposed.