當AI給出答案，學校該教什麼？

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When AI Gives the Answer, What Should Schools Teach?
當AI給出答案，學校該教什麼？

A teacher’s reflection from Taitung
一位臺東教師的教育省思

I use artificial intelligence in my teaching. It helps me simplify material, create appealing visuals, and arrange ideas in a logical sequence. Teachers have always tried to capture children’s attention; now we have another tool to help. A colourful worksheet certainly has a better chance than my saying “Please pay attention” for the seventeenth time.

我在教學中使用人工智慧。它協助我簡化教材、製作吸引人的視覺內容，並依照合乎邏輯的順序安排概念。教師一直都在努力吸引孩子的注意力，如今我們多了一項工具。一張色彩豐富的學習單，吸引注意力的機會，肯定比我第十七次說「請專心」來得大。

My purpose is to guide students from noticing something to understanding it. But making information easy to follow raises a difficult question: how much thinking are we leaving for the learner? A lesson can look impressive while telling us very little about what a child has understood. The worksheet may deserve a gold star. The learning still needs checking.

我的目的是引導學生從觀察逐步走向理解。但當資訊變得容易掌握時，也產生了一個值得深思的問題：我們還留給學習者多少思考的空間？一堂課看起來很精彩，卻未必能讓我們知道孩子真正理解了多少。學習單也許值得一顆金星，但學習成果仍然需要檢視。

My concern is that students can become accustomed to receiving answers without developing the habit of questioning them. I want students to examine what is in front of them, decide which questions to ask, and understand why the answers matter. I see this as a habit to cultivate, rather than a reason to label children as incapable.

我擔心學生可能習慣接受答案，卻沒有養成追問的習慣。我希望學生能檢視眼前的資訊、判斷應該提出哪些問題，並理解答案為什麼重要。我認為，這是一種需要培養的習慣，而不是認定孩子沒有能力的理由。

Consider a simple, hypothetical English exercise. An AI tool produces the sentence “He go to school every day,” surrounded by an attractive picture and a neat explanation. Would a learner notice the missing “s”? Would they know how to check it? The picture may be lovely, but the verb still needs fixing. Good design should invite attention; it should never become proof of correctness.

以一個假設的英語練習為例：AI工具產生了「He go to school every day」這個句子，旁邊搭配漂亮的圖片與整齊的說明。學習者會注意到動詞少了「s」嗎？他們知道如何查證嗎？圖片可能很漂亮，但動詞仍然需要修正。好的設計應該吸引注意力，卻不應被當作內容正確的證明。

Now imagine asking an AI tool to plan an outdoor school activity. It supplies an organised timetable, equipment list, and cheerful instructions. Before using it, we should ask: What if it rains? Is the activity suitable for these children? Can everyone participate? What has the plan overlooked? A timetable can be beautifully organised, yet we still forget that wet grass is slippery.

再想像一下，我們請AI工具規劃一項學校戶外活動。它提供了安排整齊的時間表、器材清單，以及充滿活力的活動說明。使用之前，我們應該問：如果下雨怎麼辦？這項活動適合這些孩子嗎？每個人都能參與嗎？計畫忽略了什麼？時間表可以安排得很漂亮，卻仍然忘記濕草地會滑。

These examples point to the questions I want students to practise: “What evidence supports this?” “What information is missing?” “Could there be another explanation?” and “Would this work in a different situation?” They should also ask what could happen if the answer is wrong. A mistake in a practice sentence and a mistake in an activity plan have different consequences.

這些例子呈現了我希望學生練習的問題：「有什麼證據支持這個說法？」「缺少了哪些資訊？」「是否可能有其他解釋？」以及「換成不同的情況，這仍然適用嗎？」他們也應該思考：如果答案錯了，會造成什麼結果？練習句中的錯誤與活動計畫中的錯誤，可能帶來不同的後果。

I believe familiar classroom practices still matter: careful reading, learning essential facts, practising skills, discussing ideas, and explaining an answer in one’s own words. Students need knowledge to draw on when they question a claim. We cannot ask them to spot a missing “s” if we have never helped them understand why it belongs there.

我認為，許多熟悉的課堂做法仍然重要：仔細閱讀、學習必要的基礎知識、練習技能、討論想法，以及用自己的話解釋答案。學生質疑一項說法時，需要有知識作為依據。如果我們從未幫助他們理解為什麼需要加上「s」，就不能期待他們發現少了「s」的錯誤。

One approach I would like to develop is to ask students for an initial response before showing them an AI-generated explanation. They could compare the two, check a claim against a suitable source, and explain what they would keep or change. I would want to hear their reasoning, including a thoughtful disagreement. “Because the computer said so” should be the beginning of a discussion, not its conclusion.

我希望進一步發展的一種做法，是先請學生提出自己的初步想法，再展示AI產生的說明。他們可以比較兩者，利用合適的資料來源查證其中一項說法，並解釋哪些內容應該保留或修改。我希望聽到他們的推理，包括經過思考後提出的不同意見。「因為電腦這樣說」應該是討論的起點，而不是結論。

I must apply the same discipline to my own use of AI. A polished worksheet still needs checking. A beautiful image still needs a learning purpose. A clear sequence of activities still needs room for students to pause, make mistakes, and ask an unexpected question. Sometimes the most useful question is the one that was never on the lesson plan.

我也必須以同樣的標準檢視自己使用AI的方式。製作精美的學習單仍然需要查核；漂亮的圖片仍然必須符合學習目的；安排清楚的活動順序，也仍然需要讓學生有空間停下來、犯錯，以及問出意料之外的問題。有時候，最有價值的問題，正是教案上沒有寫到的那一個。

For me, the educational value of AI depends on what students are asked to do with its output. If they simply receive it, an opportunity for thought may be lost. If they examine it, question it, and explain their judgment, it can become material for learning.

對我而言，AI的教育價值，取決於我們要求學生如何運用它產生的內容。如果學生只是接受資訊，就可能失去一次思考的機會。如果他們能檢視、質疑資訊，並說明自己的判斷，這些內容就能成為學習的材料。

AI can help me organise information and make it inviting. My responsibility is to help students develop the knowledge, curiosity, and judgment to examine it. I want them to feel confident asking why an answer deserves their trust—even when it arrives in excellent formatting.

AI可以協助我整理資訊，讓內容更吸引人。我的責任，是幫助學生建立檢視資訊所需的知識、好奇心與判斷力。我希望他們有信心追問：這個答案為什麼值得相信？即使它的排版非常漂亮，也一樣。

Casper Keller — Teacher, Taitung
Casper Keller — 臺東教師

This commentary was prepared with AI-assisted translation. The two examples are illustrative scenarios, not accounts of actual classroom incidents.
本文為教育觀點文章，文中兩個例子為假設情境，並非實際課堂事件的紀錄。