師資生運用生成式AI協作課程發展與設計的現況和挑戰

Current Status and Challenges of Pre-service Teachers Utilizing Generative AI for Collaborative Curriculum Development and Design

近年來，人工智慧（Artificial Intelligence, AI）科技發展的突飛猛進，衝擊了人類生活型態，聯合國教育、科學及文化組織（United Nations Education, Scientific and Cultural Oranization, UNESCO）也公告《生成式AI應用在教育與研究的指引》（Guidancefor Generative AIin Education and Research），讓「生成式AI科技如何運用於教育實踐」成為國內外熱門教育議題。教育部公告的《中小學數位教學指引3.0版》亦揭示AI輔助教學原則，致力協助實務教師活化課程與教學。在這種趨勢下，師資培育機構也紛紛導入AI相關課程，以強化師資生結合生成式AI的教育專業知能。有鑑於此，本研究採個案研究法，透過問卷調查與半結構訪談等方式，以國內某師資培育大學修習「課程發展與設計」課程的師資生為對象，探究其運用AI科技協作課程與教學設計的現況與挑戰，並結合學理進行思辨，以提出未來的展望。

In recent years, the rapid advancement of Artificial Intelligence (AI) has significantly transformed human lifestyles. The release of the Guidance for Generative AI in Education and Research by UNESCO has established the practical application of generative AI in education as a prominent issue globally. Similarly, “the Digital Teaching Guidelines (Version 3.0) for primary and secondary schools” announced by Taiwan Ministry of Education, outlines principles for AI-assisted teaching to help practitioners revitalize curriculum and instruction. Under this trend, teacher education institutions have increasingly integrated AI-related courses to enhance pre-service teachers’ professional competence in utilizing generative AI. In view of this, this research adopts a case study methodology, utilizing questionnaires and semi-structured interviews to investigate pre-service teachers enrolled in a “Curriculum Development and Design” course at a domestic teacher training university. The study explores the current status and challenges of applying AI technology for collaborative curriculum and instructional design. Finally, it incorporates theoretical reflection to propose prospects for future development.