授課教師主導觀察數位工具之設計與應用

The Design and Application of Digital Tools on Teacher-driven Observation

由於早期教學觀摩較無觀察重點，而以「高級中等以下學校教師專業發展評鑑規準」觀課則為太多觀察重點，造成授課教師和觀課者極大的負擔，因此若能聚焦觀察重點，可大為減輕負擔，提高觀課紀錄的客觀性。再者，觀課者的另一項負擔為紙本紀錄，耗時費力，因此有沒有可能借助數位科技與AI人工智慧呢？此為本文之研究動機與目的。經本研究團隊設計的數位工具UTC及ATC，可以讓觀察前會談更聚焦於觀察重點，觀課完成同時就紀錄和分析完成，節省精力和時間，也使觀察得到的數據或紀錄描述更加貼近客觀事實，而藉助AI人工智慧ChatGPT的對話，可以促進教師自我反思，也讓議課更有效率，得到更多教與學的啟示和下一次的行動策略。數位工具有待優化、推廣。

Due to the lack of clear observation in the early teaching demonstration and too many observation points in the “Standards for Professional Development of Teachers in Schools Below Senior High School”, it poses a significant burden of teaching observations. Therefore, if we can focus on the observation points, it can greatly reduce the burden and improve the objectivity of the class observation records. Furthermore, another burden for teaching observers is time-consuming and laborious paper records. Therefore, is it possible to leverage digital technology and AI artificial intelligence? This is the research motivation and purpose of this article. The digital tools UTC and ATC designed by this research team can make the pre-observation talks more focused on the key points of the observation. The record and analysis are completed simultaneously with the observation, saving energy and time, and making the observed data or record descriptions closer to objective fact. Additionally, AI-assisted dialogue (using ChatGPT) can stimulate teachers’ self-reflection, make class discussions more efficient, and provide more inspiration for teaching and learning strategies. However, these Digital tools need further optimization and promotion.