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只是知識傳遞者，而是學習歷程的設計者、批判思考的培養者、人機互
動的引導者，更是陪伴學生面對未來的導航者。
這場 AI 引發的教育革命，不會在一夕之間結束，也不會只是一時的
流行趨勢。它將是一場持續且深刻的結構轉變。而我們要問的問題不是
「AI 會不會取代教師？」，而是「我們準備好了嗎？」
唯有不斷學習、實驗與反思，教師才能掌握 AI 帶來的契機，真正實
踐以學生為本的教育理念，為下一代培養出有信念、有能力、有思辨力
的未來公民，教師自己也成為終身學習者以及教學環境轉化的推手，而
不要成為踏入 AI 泥沼裡故步自封難以施展的老師。
參考文獻
教育部（2024）。教育部中小學數位教學指引 3.0。
https://pads.moe.edu.tw/pads_front/index.php?action=download#collapse1One_1_1
Chen, M.-S., Hsu, T.-P., Hsu, T.-C. (2024). GAI-Assisted Personal Discussion Process
Analysis. In: Cheng, YP., Pedaste, M., Bardone, E., Huang, YM. (eds) Innovative
Technologies and Learning. ICITL2024. Lecture Notes in Computer Science,
vol14786. Springer, Cham. https://doi.org/10.1007/978-3-031-65884-6_20
Hsu, T. C., Wen, W. N., Chen, M. S., & Hsu, T. P. (2023). The Learning Effectiveness of
the Computational Thinking Instructional Tool named AI2Robot City and Its
Sorting Extended Version. Proceedings of International Conference on
Computational Thinking Education, 61-64.
Luo, J. (2024). Acritical review of Gen AI policies in higher education assessment: A
call to reconsider the “originality” of students ’work. Assessment & Evaluation in
Higher Education,1-14.
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI
literacy: An exploratory review. Computers and Education: Artificial Intelligence,
2,100041.
OECD (2021). AI and the Future of Skills, Volume1: Capabilities and Assessments.
https://www.oecd.org/en/publications/ai-and-the-future-of-skills-volume-
1_5ee71f34-en.html
UNESCO (2024,September). AI competency frame work for teachers.
https://www.unesco.org/en/articles/ai-competency-framework-teachers
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