生成式AI輔助備課對教師教學推理的影響

Exploring the Influence of Generative AI-Supported Lesson Preparation on Teachers’ Pedagogical Reasoning

隨著生成式AI（Generative AI）的普及，教學工作正歷經從獨立備課向「人機協作」模式的巨大轉變。本研究旨在探討AI介入小學教師教學推理（pedagogical reasoning）的歷程，並回應AI對教師專業成長的影響。研究以Shulman（1987）的「教學推理與行動模式」為分析視角，透過訪談三位資深小學專家教師，分析其運用AI進行備課的實務經驗。結果發現，AI在教學推理的「理解」與「轉化」階段發揮了關鍵作用。在理解階段，AI作為「共備夥伴」協助教師深化文本分析並偵測思考盲點；在轉化階段，AI強大的圖像與敘事能力擴展了教師的表徵策略，實現了高效率的教材設計。最後，本研究總結AI輔助下的教學推理模式為：「教材分析（定錨）→AI擴充（對話）→創意表徵（轉化）→適性產出（落實）」。本研究強調，教師的專業知識是驅動AI效能的核心，有效的人機協作需建立在「先思考，後對話」的基礎上，以避免「技能廢除」的風險。如此，AI將不僅是減輕負擔的工具，更是一個專業夥伴，可促使教師形成專業的「新理解」。

With the widespread adoption of Generative AI, teaching is undergoing a major transformation from independent lesson preparation toward a “human-machine collaboration” model. This study aims to explore the process of AI intervention in the pedagogical reasoning of primary school teachers and address its impact on their professional growth. Adopting Shulman’s “Model of Pedagogical Reasoning and Action” as its analytical lens, this research analyzes the practical experiences of three veteran expert primary school teachers using AI for lesson preparation through in-depth interviews. The findings indicate that AI plays a pivotal role in the “comprehension” and “transformation” stages of pedagogical reasoning. During the comprehension stage, AI serves as a “co-preparation partner,” helping teachers deepen text analysis and detect cognitive blind spots. In the transformation stage, AI’s powerful image generation and narrative capabilities expand teachers’ representational strategies, enabling highly efficient instructional design. Finally, this study summarizes the AI-assisted pedagogical reasoning model as: “instructional material analysis (anchoring) → AI expansion (dialogue) → creative representation (transformation) → adaptive output (implementation).” The research emphasizes that teacher expertise remains the core driver of AI effectiveness. Effective human-machine collaboration must be built on a foundation of “thinking first, then dialoguing” to avoid the risk of “deskilling.” In this way, AI is not merely a tool for reducing workload but a professional partner that prompts teachers to achieve a “new comprehension” of their profession.