人工智慧時代下「主理性」與資優教育

Agency and Gifted Education in the Era of Artificial Intelligence

本文記錄宋曜廷教授於2025年中華資優教育學會研討會的專題演講，核心觀點以「主理性」（agency）為軸，指出人類的「意義建構」能力是區別於AI「意義模仿」的關鍵，並回顧宋教授團隊在智慧寫作、適性閱讀與語音辨識等AI學習系統的研發歷程，同時示警AI在教育情境中可能引發批判性思維下降、過度依賴、學習兩極化與認知外包等風險。宋教授提出三項教育重點：回歸基礎能力（運算思維、提問技巧）、發展高層次思考（分析、綜合、評鑑、創造）、培養數位素養與心理韌性，並特別關注閱讀素養弱化與淺層學習問題，呼籲在學習、工作與生活中建構個體主理性。本文進一步延伸，將主理性與資優教育連結，提出三方向：培養自我調節學習以維持批判與創造力，透過系統思考與問題設計落實高層次思考，深化自主學習與獨立研究並堅守倫理與判準；本文主張資優教育應兼顧基礎素養紮根與高層次思考，使學生在AI時代持續展現人類獨特性與競爭力。

This paper documents Professor Yao-Ting Sung’s keynote speech at the 2025 Gifted Education Academic Conference, centering on the concept of agency as the defining human capacity for meaning-making, in contrast to AI’s meaning imitation. Sung reviewed his team’s development of AI-assisted learning systems, including intelligent writing, adaptive reading, and speech recognition, and cautioned that AI in educational contexts may lead to declines in critical thinking, overreliance, polarized learning outcomes, and cognitive outsourcing. He proposed three educational priorities: returning to foundational skills (computational thinking and questioning), developing higher-order thinking (analysis, synthesis, evaluation, creativity), and cultivating digital literacy with psychological resilience, while highlighting concerns over weakened reading literacy and shallow learning. The paper further extends Sung’s ideas by linking agency to gifted education in three ways: fostering self-regulated learning to sustain critical and creative capacity, implementing higher-order thinking through systems thinking and problem design, and deepening autonomous learning and independent research while upholding ethical standards and evaluative judgment. It concludes that gifted education should integrate both foundational literacy and advanced thinking skills to ensure students retain human distinctiveness and competitiveness in the AI era.