從新課綱教科書設計轉變看教師探究教學素養新挑戰：以國小社會教科書探究學習設計之分析為例

Exploring the New Challenges of Teachers' Inquiry Teaching Competencies from the Changes in New Textbook Design: An Analysis of Inquiry Learning Design of Elementary School Social Textbooks

2024年諾貝爾物理學獎和化學獎頒發給AI領域三位宗師，預示著AI時代的到臨。AI將如同啟蒙運動和工業革命，深刻改變人類的思維模式與生活方式。然而，AI具有高效能與高風險的雙面性，連諾貝爾獎得主G. Hinton也警告其潛在危險。本文旨在說明AI的雙面性，並嘗試提出因應之道，主要在人機關係與教育前景兩面向。本文共分五部分：首先以GPT-4為例1，簡述生成式AI發展現況，特別是GPT-4的湧現現象與思維鏈技術的突破。然後，分析GPT-4相對於人類智能的優勢與局限。第三部分探討AI對社會、經濟與人類心理等的影響。第四部分從學界三觀點出發，然後試著提出適切的人機關係：以人為本，把AI當作生命體與道德體，互惠共榮；強調AI不應只是工具，更是智能體、生命體，甚至道德體。最後，本文展望AI時代的教育前景，強調情意陶養與高層認知培育的重要性，並提出教與學可參考的三原則。期望本文能激發更多人深思AI時代的人類去向，如何在高科技發展中透過教育陶養人最珍貴的特質。

Inquiry-based learning is a teaching focus actively promoted in the 12-year National Basic Education Curriculum and is also a significant feature of the transformation of textbook content. It brings new changes to the teaching field and new challenges for teachers. Therefore, this paper analyzes the changes in the inquiry learning design of the new textbook to explore the new challenges of teachers' inquiry teaching competencies as a reference for schools and teachers to implement inquiry teaching. This paper established the checklist dimensions of inquiry learning design from relevant literature and analyzed the current situation of inquiry learning design of textbooks in the social field of elementary schools. The textbook versions analyzed include the old version (school year 112) and the new version (school year 113) of the social field textbook for the first semester of sixth grade published by Kangxuan Culture and Education Company. The study found that teachers facing changes in textbook design need to possess critical inquiry teaching competencies, including providing guidance on appropriate inquiry learning based on students' learning characteristics; understanding the shortcomings and limitations of textbook inquiry learning design, and transforming the content to design challenging and in-depth learning inquiry tasks; observe valuable issues in school and community life situations to design inquiry problem situations for students; guide students to collaboratively inquiry and develop their ability to explain and defend evidence; guide students to develop the ability to apply inquiry learning outcome to practical life situations. In addition, these suggestions on inquiry teaching competencies hope to provide a reference for schools and teachers to practice and promote inquiry teaching.