觀議課的數位轉型：數位觀課工具與AI助理的開發

Digital Transformation of Observation and Discussion Classes: Development and Application of Digital Observation Tools and AI Assistants

臺灣的108課綱總綱規定校長及教師每學年至少要公開授課和專業回饋一次，而且觀課具有五個有效教師專業發展途徑的特徵，值得重視。過往觀課紙本記錄、人工分析，有必要提升到數位工具記錄、電腦分析，以減少教師花費大量時間和精力記錄和分析，並且可以得到更客觀的課堂事實記錄與正確的分析。再者，由於生成式AI的出現，藉由AI助理，可以進一步讓觀課前更容易找到觀察焦點，搭配選擇本研究設計之數位工具，並於觀課後將記錄運用AI助理分析，以獲得更多元觀點和豐富的專業回饋內容。因此，本文以設計思考為研究方法，設計出UTC, ATC, ITC, TTC, MTC, ETC等六套數位觀課工具，及「TDO觀察焦點助理」、「TDO議課助理」兩套AI助理，讓公開授課與專業回饋有不同的體驗和價值，達成數位轉型，促進教師同儕共學，以及教學品質與學習成效的提升。

According to the Curriculum Guidelines of 12-year Basic Education, school principals and teachers are required to conduct at least one open class and provide professional feedback each academic year. Given that classroom observation encompasses the five key characteristics of effective teacher professional development, it warrants considerable attention. Traditionally, classroom observation has relied on paper-based records and manual analysis, which demands substantial time and effort from teachers. Therefore, there is a pressing need to transition to digital tools for documentation and computer-assisted analysis, enabling more objective recording of classroom events and accurate data interpretation. Furthermore, with the advent of generative AI, AI assistants can facilitate the identification of observation foci prior to classroom visits. When combined with the proposed digital tools in this study, AI can also support post-observation analysis, offering diverse perspectives and enriched professional feedback. This study adopts a design thinking methodology to develop six digital classroom observation tools—UTC, ATC, ITC, TTC, MTC, and ETC—and two AI assistants, the“TDO Observation Focus Assistant”and the“TDO Post-Observation Discussion Assistant.”These tools aim to enhance the experience and value of open classes and professional feedback, promote digital transformation, support peer learning among teachers, and improve teaching quality and student learning outcomes.