https://ir.lib.ncu.edu.tw/handle/987654321/203 Search the Channel s https://ir.lib.ncu.edu.tw/simple-search https://ir.lib.ncu.edu.tw/handle/987654321/99441 title: 開發與評估基於ChatGPT的蘇格拉底式提問策略以 提升高教學生參與度與學業成就;Developing and Evaluating a ChatGPT-Supported Socratic Questioning Approach to Enhance Student Engagement and Academic Achievement in Higher Education abstract: 生成式人工智慧（特別是ChatGPT）的快速普及，已深刻改變高等教育的學習模式，為提升學生參與度與學術成就帶來新契機。然而，缺乏結構化的ChatGPT使用常導致學生過度依賴人工智慧生成的答案，造成表面化參與及反思性思維的局限。為應對此挑戰，本研究探討如何設計與實施基於ChatGPT輔助的蘇格拉底式提問策略，以促進高等教育學生在學習情境中實現深層次參與並提升學術表現。 本研究透過兩個教學階段於高等教育商科相關課程中展開：初步探索性實施階段（N = 32）與引導性主實施階段（N = 110）。量化數據通過學業成就前後測量，以及涵蓋行為、認知、情感與主體投入的多維度參與問卷收集；質性數據則透過反思日誌、半結構化訪談、焦點團體討論，以及按蘇格拉底問題類型編碼的ChatGPT互動記錄進行分析。 量化研究結果顯示，持續實施ChatGPT輔助的蘇格拉底式提問策略後，學業成就顯著提升，具有較大的效應值及中等至較高的標準化學習成效。相關性分析表明，行為、認知、情感與主體投入參與均與學習成效顯著相關，而單純使用ChatGPT的頻率則無此關聯。質性研究進一步揭示，學生的參與模式從以澄清為導向、尋求答案的互動，逐步深化為具探索性的互動特徵，包括質疑預設、評估證據、考量替代觀點及反思影響。 綜合而言，本研究證實當ChatGPT嵌入結構化蘇格拉底提問框架並輔以教師引導時，能有效扮演對話式學習伙伴的角色。與其將人工智慧定位為自主教學，本研究強調教學設計在調節學習成果中介參與過程中的重要性。本研究提供對人工智慧輔助探究的過程導向理解，並為生成式人工智慧融入高等教育提出實證基礎的見解，以促進負責任、具反思性且有意義的學習體驗。 ;The rapid adoption of generative artificial intelligence, particularly ChatGPT, has transformed learning practices in higher education, offering new opportunities to enhance student engagement and academic achievement. However, unstructured use of ChatGPT often leads students to rely on AI-generated answers, resulting in superficial engagement and limited reflective thinking. Addressing this challenge, the present study investigates how ChatGPT-supported Socratic Questioning can be designed and implemented to foster meaningful student engagement and support academic achievement in undergraduate learning contexts. Adopting a sequential explanatory mixed-methods approach, the study was conducted in undergraduate business-related courses through two instructional phases: a preliminary exploratory implementation (N = 32) and a guided main implementation (N = 110). Quantitative data were collected using pre-test and post-test measures of academic achievement and a multidimensional engagement questionnaire encompassing behavioral, cognitive, emotional, and agentic engagement. Qualitative data were gathered through reflective journals, semi-structured interviews, focus group discussions, and analysis of ChatGPT interaction logs coded by Socratic Questioning types. The quantitative findings demonstrate significant improvements in academic achievement following sustained implementation of ChatGPT-supported Socratic Questioning, with large effect sizes and predominantly moderate-to-high normalized learning gains. Correlational analyses reveal that behavioral, cognitive, emotional, and agentic engagement are significantly associated with learning gains, whereas the frequency of ChatGPT use alone is not. Qualitative findings further show that students’ engagement evolved from clarification-oriented and answer-seeking interactions toward deeper inquiry characterized by probing assumptions, evaluating evidence, considering alternative perspectives, and reflecting on implications. The convergence of quantitative and qualitative evidence indicates that ChatGPT can function effectively as a dialogic learning partner when embedded within a structured Socratic Questioning framework and guided by instructor scaffolding. Rather than positioning AI as an autonomous instructional authority, this study highlights the importance of pedagogical design in regulating engagement processes that mediate learning outcomes. The study contributes a process-oriented understanding of AI-supported inquiry and offers empirically grounded insights for integrating generative AI into higher education in ways that promote responsible, reflective, and meaningful learning. <br> Fri, 06 Mar 2026 11:00:05 GMT https://ir.lib.ncu.edu.tw/handle/987654321/99437 title: 生成式人工智慧支援文創課程之雙語對話練習;Generative AI-Supported Bilingual Dialogue Practice in Cultural and Creative Courses abstract: 本研究旨在探討生成式人工智慧支援之英語學習平台（Pocketor）介入文創相關課程之雙語對話練習後，對學生學習動機與科技接受度之影響，並進一步瞭解學生在英語同儕對話偏好與英語對話滿意度之表現。研究採單組前後測設計，以某大學文創相關科系修課學生為對象，蒐集前測與後測有效樣本共26份。研究工具包含ARCS動機量表（注意力、關聯性、自信、滿意度）、科技接受度模型（TAM）量表（知覺有用性、知覺易用性），以及英語同儕對話偏好調查與英語對話滿意度評量。資料分析以描述性統計呈現各構面分布，並以配對樣本t檢定比較介入前後之差異，另採逐題分析以更細緻呈現學生在各題項之變化。 研究結果顯示，介入後學生在學習動機（ARCS）與科技接受度（TAM）之部分題項達顯著差異，顯示生成式AI支援之雙語對話練習可能在特定面向上提升學生之學習投入與對系統使用的正向感受；同時，學生之英語同儕對話偏好與英語對話滿意度亦呈現整體偏正向之趨勢。綜合而言，Pocketor作為生成式AI 輔助工具，具備促進文創課程雙語對話練習之潛力，建議教學現場可透過任務設計、回饋機制與同儕互動安排，強化學生在「注意力維持」、「學習信心建立」與「對話體驗品質」等面向。惟本研究受限於樣本數與單組設計，未來可擴大樣本並加入對照組或混合方法，以更全面驗證生成式AI支援雙語對話練習之教學成效與學習歷程。 ;This study investigates the effects of integrating a generative-AI–supported English learning platform (Pocketor) into bilingual dialogue practice in a cultural and creative (CC) course. Specifically, it examines changes in students’ learning motivation and technology acceptance, as well as their preferences for English peer dialogue and their satisfaction with English dialogue activities. A one-group pretest–posttest design was adopted. Participants were students enrolled in a CC-related course at a university, with 26 valid paired responses collected for both the pretest and posttest. Research instruments included the ARCS Motivation Scale (Attention, Relevance, Confidence, and Satisfaction), the Technology Acceptance Model (TAM) Scale (Perceived Usefulness and Perceived Ease of Use), an English Peer Dialogue Preference Survey, and an English Dialogue Satisfaction Questionnaire. Descriptive statistics were used to summarize overall trends across constructs. Paired-samples t-tests were conducted to compare pretest and posttest scores, and item-level analysis was performed to provide a more fine-grained understanding of changes across individual items. Results indicated statistically significant differences in selected items within the ARCS and TAM measures after the intervention, suggesting that generative AI–supported bilingual dialogue practice may enhance specific aspects of students’ engagement and their perceptions of system use. In addition, students demonstrated generally positive tendencies in both peer dialogue preferences and dialogue satisfaction. Overall, Pocketor shows potential as an instructional support tool for bilingual dialogue practice in CC courses. Pedagogical implications include designing structured tasks, providing timely feedback, and arranging peer interaction to strengthen sustained attention, confidence building, and the quality of dialogue experiences. Given limitations such as the sample size and the one-group design, future research should incorporate larger samples, comparison groups, and mixed-method approaches to further validate learning outcomes and explore learning processes in depth. <br> Fri, 06 Mar 2026 10:59:44 GMT https://ir.lib.ncu.edu.tw/handle/987654321/99434 title: 國小三、五年級學童聽寫錯字與詞彙量及抄寫流暢度之關聯 abstract: 本研究以國小三、五年級學童為研究對象，聚焦於聽寫任務所產生的錯字表現，以此分析兩個年級的錯字量與錯字類型分布，並探討錯字量與詞彙量及流暢度之間的關聯。測驗採用的聽寫任務為十五個雙字詞，共三十個字，而詞彙能力是以畢保德圖畫詞彙測驗評估；流暢度則是以計時抄寫來評量。錯字類型依字形特徵與錯誤來源分為形似、音近、意義、結構、筆畫、部件與其他等七類。研究結果顯示，三、五年級學童在錯字量與錯字類型分布上呈現階段性差異，並且不同國字在錯誤類型上也呈現明顯差異，其中以部件錯誤與筆畫錯誤為主要錯誤類型。此外，詞彙量與錯字量之間呈現低度但顯著的負相關，代表詞彙能力較高的學童，在聽寫時較能正確提取字詞；流暢度亦與錯字量呈顯著負相關，反映書寫動作的自動化程度對書寫正確性有影響。另外，字形結構複雜或部件較多的國字錯字量特別高，反映字形複雜度對學生書寫正確性具有關鍵影響。因此，本研究結果發現，字形複雜度、詞彙能力及流暢度皆為影響錯字表現的重要因素。並根據結果對漢字書寫認知以及教學方面提供參考。最後，本研究亦嘗試提出教學與未來研究建議，以期提升學童的字形加工能力與整體書寫正確性。;This study targeted third- and fifth-grade elementary school students, focusing on the misspellings produced in a dictation task. It analyzed the number of incorrect characters and the distribution of error types across the two grades, and examined the relationships among the number of errors, vocabulary size, and fluency. The dictation task consisted of fifteen two-character words (thirty characters in total). Vocabulary ability was assessed using the Peabody Picture Vocabulary Test-Revised, and fluency was measured through a timed copying task. Based on orthographic features and sources of errors, misspellings were classified into seven categories: visually similar, phonologically similar, semantic, structural, stroke-related, component-related, and other. The results showed developmental differences between third- and fifth-graders in both the number of errors and the distribution of error types. Different Chinese characters also exhibited clear differences in error types, with component-related errors and stroke-related errors being the most common. In addition, vocabulary size showed a low but significant negative correlation with the number of errors, indicating that students with stronger vocabulary ability were better able to retrieve characters and words accurately during dictation. Fluency was also significantly negatively correlated with the number of errors, suggesting that the degree of automatization in writing movements affects writing accuracy. Moreover, characters with more complex structures or more components had particularly high error rates, reflecting the critical role of orthographic complexity in students’ writing accuracy. Therefore, the findings indicate that orthographic complexity, vocabulary ability, and fluency are all important factors influencing misspelling performance. The results provide references for research on Chinese character writing cognition and for instructional practice. Finally, this study also proposes teaching implications and directions for future research, with the aim of improving students’ orthographic processing ability and overall writing accuracy. <br> Fri, 06 Mar 2026 10:59:23 GMT https://ir.lib.ncu.edu.tw/handle/987654321/99431 title: Antoine de Saint-Exupéry《小王子》、《人間大地》 與《夜間飛行》之教育思維研究 abstract: 本研究探討了法國著名作家安托萬·德·聖修伯里（A. de Saint-Exupéry）的教育哲學，研究者直接閱讀法文原典，並參考了幾本中文翻譯本進行對照。重新思考教育的目的，並分析其對台灣當代教育的啟示。研究主要聚焦於Antoine de Saint-Exupéry的代表作《小王子》（Le Petit Prince, 1999）、《人間大地》（Terre des Hommes, 1972a）與《夜間飛行》（Vol de Nuit, 1972b），深入剖析其作品中蘊含的教育思想。 研究發現：（1）擺脫僵化的教育方式，以學生為中心的整體教育方法，培養學生的想像力、創造力和批判性思維。台灣的教育系統應從狹隘的學業成績轉向教育的目為培養全面發展的個體。（2）重視品格教育：學校和教師應在學術教學的同時優先考慮品格特徵和情商的發展，以培養積極的態度，例如善良、同理心和責任感。（3）超越數字評估：台灣的評估系統應納入標準化測驗之外的更廣泛評估方法，採用更全面的評估系統，該系統應考慮學生的多元才能、興趣和個人成長，以提供學生進步和發展的更全面圖景。 Antoine de Saint-Exupéry的教育哲學為台灣當代教育改革提供了寶貴的見解。透過遵循其整體教育、品格發展和有意義評估的原則，台灣可以培養不僅學業上稱職，而且富有同情心、責任感並能夠在複雜和不斷變化的世界中茁壯成長的新一代學習者。;This study explores the philosophy of education by the famous French writer A. de Saint-Exupéry, rethinks the purpose of education, and analyzes its implications for contemporary education in Taiwan. This research《Antoine de Saint-Exupéry de Saint-Exupéry, author of The Little Prince, and the educational thinking in his work》 focuses on Antoine de Saint-Exupéry’s three masterpieces: Le Petit Prince (1999), Terre des Hommes (1972a) and Vol de Nuit (1972b), and provides an in-depth analysis of the educational ideas embedded in his works. The results show that: (1) Breaking away from the rigid factory education and standardized testing, the student-centered holistic education approach cultivates students′ imagination, creativity and critical thinking. Taiwan′s education system should move away from the narrow focus on academic performance and standardized tests, embracing the essential role of education in shaping well-rounded individuals. (2) Emphasis on character education: Schools and teachers should prioritize the development of character traits and emotional intelligence in addition to academic teaching to develop positive attitudes, such as kindness, empathy, and responsibility. (3) Beyond digital assessment: Taiwan′s assessment system should incorporate a broader assessment method beyond standardized tests and adopt a more comprehensive assessment system that takes into account students′ diverse talents, interests, and personal growth to provide a more comprehensive picture of student progress and development. Antoine de Saint-Exupéry′s philosophy of education provides valuable insights into contemporary educational reform in Taiwan. By following its principles of holistic education, character development, and meaningful assessment, Taiwan has the potential to nurture a new generation of students who excel academically while displaying care for others and a firm sense of responsibility. <br> Fri, 06 Mar 2026 10:58:48 GMT