AI助理支持教師作為閱讀個人導師

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姓名

涂弘旻(Hong-Min Tu) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

AI助理支持教師作為閱讀個人導師
(AI Support for Teachers as Personal Reading Mentors)

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至系統瀏覽論文 (2026-8-10以後開放)

摘要(中)

明日閱讀計畫自2012年推廣至今，已經成功推動台灣中小學進行閱讀活動，研究團隊先前曾提出願望書單概念和閱讀個人教練模式，讓教師透過師生聊書活動，進一步了解學生狀況，並引導學生擴展閱讀廣度和興趣。然而，現今教師在師生聊書活動中的教學負擔過重，而師生聊書活動是教師掌握學生閱讀狀況和學習成效的重要管道，因此可能導致願望書單活動的執行成效不彰。
為了減輕教師在師生聊書活動和願望書單活動中的教學負擔，本研究為教師開發了專屬的「AI助理」，其中包含了「聊書輔助」和「書籍推薦」兩個主要功能，聊書輔助功能主要是透過AI技術，幫助教師在師生聊書活動中自動記錄、分析與學生的聊書內容，而書籍推薦功能則是能夠即時將學生的學習歷程資訊和班級圖書資訊呈現給教師參考，讓教師能夠在願望書單活動中，針對個別學生推薦適合的書籍，以及給予不同學生個別化的指導。
本研究之研究對象為國小二至六年級的教師與學生，共5位教師和75位學生。並收集師生聊書紀錄、願望書單活動的選書紀錄，以及教師訪談結果，以了解AI助理的導入，對於教學活動的影響。
透過質性和量化的分析發現，AI助理的「聊書輔助功能」能夠將教師的教學工作從原先記錄、整理和分析，這類低層次且繁瑣的工作，轉變成為個別學生提供專業的教導與指引，這類型的高層次教學工作。而AI助理提供給教師不同面向的分析與輔助功能，能夠幫助教師將引導學生參與聊書活動的教學工作，轉變成幫助學生掌握新知識、引導學生自主探索學習等類型的教學工作，也能夠間接提升低年級學生在聊書過程中所講述的內容和想法的豐富度，以及影響高年級學生在聊書過程中所使用的分享策略。而「書籍推薦功能」則是能夠為教師提供即時的學生學習歷程資料和書籍的詳細資訊，讓教師能夠更輕易地向學生推薦適合的書籍，以幫助教師成為每位學生的「閱讀個人導師」。

摘要(英)

Reading for Tomorrow, promoted since 2012, has successfully encouraged reading activities in Taiwanese schools. The research team previously proposed the concept of a "wish booklists" and a "personal reading coach" model, allowing teachers to better understand students′ reading habits through teacher-student book discussions and to guide them in broadening their reading scope and interests. However, today’s teachers are often overwhelmed by the workload involved in these discussions, which are crucial for tracking students’ reading progress and learning outcomes. As a result, the effectiveness of implementing the wish list activity might be compromised.
To reduce the workload for teachers in teacher-student book discussions and the wish booklists activities, this study has developed an exclusive "AI Assistant" for teachers. This AI Assistant includes two main functions: "Book Discussion Support" and "Book Recommendation." The Book Discussion Support function uses AI technology to help teachers automatically record and analyze the content of book discussions with students. The Book Recommendation function provides real-time information on students′ learning progress and book information for teachers′, enabling them to recommend suitable books for individual students and provide personalized guidance during wish booklists activities.
This study focused on 5 teachers and 75 students from grades 2 to 6 in elementary schools. It collected records of teacher-student book discussions, selections from wish booklists activities, and results from teacher interviews, to evaluate the impact of system integration on instructional activities.
Through qualitative and quantitative analysis, it was found that the AI Assistant′s "Book Discussion Support" function can shift teachers′ work from low-level, tedious tasks such as recording, organizing, and analyzing to high-level instructional tasks like providing professional guidance and support to individual students. The AI assistant′s various analytical and support functions help teachers shift from guiding students in book discussion activities to aiding students in grasping new knowledge and encouraging independent learning. This transformation enhances junior grades students′ content richness and ideas during discussions and influences Senior grades students′ sharing strategies. Additionally, the "Book Recommendation" function provides real-time student learning progress data and detailed book information to teachers, facilitating easier book recommendations tailored to each student′s needs, thus enabling teachers to play the role of "Personal Reading Mentors" for their students.

關鍵字(中)

★ AI輔助教學
★ 師生聊書
★ 願望書單
★ 個人閱讀導師
★ 明日閱讀2.0

關鍵字(英)

★ AI-Assisted Teaching
★ Teacher-Student Book Discussions
★ Wish Booklists
★ Personal Reading Mentors
★ Reading for Tomorrow 2.0

論文目次

摘要 i
ABSTRACT ii
致謝 iii
目錄 iv
圖目錄 vii
表目錄 ix
第一章、緒論 1
1.1 研究背景與動機 1
1.2 研究目的 2
1.3 研究問題 2
1.4 論文架構 3
第二章、文獻探討 5
2.1 閱讀相關研究 5
2.1.1 閱讀的重要性 5
2.1.2 身教式持續安靜閱讀(Modeled Sustained Silent Reading) 6
2.1.3 明日閱讀2.0 7
2.1.4 閱讀後延伸活動 9
2.2 科技支持教師教學 10
2.2.1 教師在閱讀活動中所扮演的角色 10
2.2.2 閱讀個人導師 11
2.2.3 科技輔助教師教學工作 12
2.3 科技支持聊書活動 14
第三章、活動設計與系統介紹 16
3.1 系統設計背景 16
3.2 系統開發架構與流程 19
3.3 系統設計階段與目的 20
3.3.1 階段一：教學活動數位化 20
3.3.2 階段二：聊書記錄與分析自動化 21
3.3.3 階段三：學習歷程具象化 22
3.4 系統頁面與功能說明 24
3.4.1 支持「願望書單活動」數位化之頁面與功能說明 24
3.4.2 支持「聊書記錄與分析自動化」之系統頁面與功能說明 30
3.4.3 支持「學習歷程具像化」之頁面與功能說明 39
第四章、研究方法與分析 42
4.1 研究參與者與環境 42
4.2 設計研究法 44
4.3 研究流程 45
4.4 研究工具 47
4.4.1 師生聊書歷程紀錄與系統操作日誌 47
4.4.2 評分指標 47
4.4.3 半結構性訪談 54
4.5 資料收集與分析 59
4.5.1 資料收集過程 59
4.5.2 資料分析方法 61
第五章、研究結果與討論 64
5.1 AI助理之「聊書輔助功能」對於師生聊書活動的影響 64
5.1.1 AI助理之「聊書輔助功能」對於學生的影響 65
5.1.2 AI助理之「聊書輔助功能」對於教師的影響 71
5.2 AI助理之「書籍推薦功能」對於願望書單活動的影響 79
5.2.1 AI助理之「書籍推薦功能」對於閱讀目標設定與學生閱讀行為的影響 79
5.2.2 AI助理之「書籍推薦功能」對於教師掌握學習歷程與書籍資訊的影響 82
5.3「AI助理」對於輔助教師作為「閱讀個人導師」的影響 84
第六章、結論與討論 86
6.1 結論 86
6.1.1 AI助理之「聊書輔助功能」對於師生聊書活動的影響為何？ 86
6.1.2 AI助理之「書籍推薦功能」對於願望書單活動的影響為何？ 87
6.1.3「AI助理」對於輔助教師作為「閱讀個人導師」的影響為何？ 88
6.2 研究限制 89
6.3 未來展望 90
參考文獻 93
中文文獻 93
英文文獻 94
附錄一、AI助理的聊書輔助功能之提示詞(Prompt)說明 99
附錄二、學生聊書策略分析之提示詞(Prompt)說明 101

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指導教授

陳德懷(Tak-Wai Chan)

審核日期

2024-8-13

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