生成式人工智慧（Generative Artificial Intelligence, GAI）技術是近期科技應用的熱門議題，尤其對於教學應用有很大的空間可以發揮。本研究於某大學「閱讀科技導論」課程中，導入「提問-閱讀-理解」三位一體的互動模式，檢視師資生在完成教案設計任務的過程中，與ChatGPT互動的歷程與成果。研究結果顯示，課程實施前後，師資生使用ChatGPT的動機、自我效能、策略與方法以及持續使用意願均有顯著提升。本研究亦分析師資生在教學設計歷程與ChatGPT的互動情況，證實ChatGPT能有效輔助師資生理解教學設計、產出教學活動並進行優化。研究建議師資生的教學設計課程應該善用AI工具，並且未來可擴大樣本進行教學實踐，以更深入找到ChatGPT在師資培育中的應用之道。Generative Artificial Intelligence (GAI) technology is a hot topic in the application of technology recently, especially for teaching applications. In the "Introduction to Reading Technology" course at a university, the researchers introduced the "question-read-comprehension" interactive mode to examine the process and results of how preservice teachers interact with ChatGPT in the process of completing teaching design task. The results show that before and after the implementation of the course, the motivation, self-efficacy, strategies and methods, and willingness to continue using ChatGPT were significantly improved. This study also analyzes the interaction between preservice teachers and ChatGPT in the teaching design process, and proves that ChatGPT can effectively assist preservice teachers in understanding teaching design, producing teaching activities, and optimizing them. The study suggests that preservice teachers should make good use of AI tools in their teaching design courses, and expand the sample for teaching practice in the future, so as to find a deeper way to find the application of ChatGPT in teacher training.
劉明洲 et al. (Mon,) studied this question.