從清華STEAM學校DDMT教學模式談AI融入跨領域統整課程之教學實踐

Exploring the Teaching Practice of Integrating AI Into Transdisciplinary Curriculum Through the DDMT Teaching Model at Tsinghua STEAM School

本文以清華STEAM學校所發展之DDMT教學模式為主，探討在十二年國教所強調之學習者為主體的精神理念和素養導向教學課程發展目標下，當今STEAM教育之跨領域的各類模式，以聚焦於學習者統整的超學科跨域教學，依領域特性介入適切的教學策略並善用AI融入，建構優質教學實踐力為終極目標。清華STEAM學校以學習者中心，經真實生活現象等問題或議題，引發學生科學探究與問題解決之動機與學習，過程中應用設計思考的發散收斂雙鑽石模型達到核心問題實踐的創造性與縝密度，在建模過程中除了發揮創客實作精神，將抽象構想具體化之外，亦連結到各領域課綱以領域概念深化和建模，提升模型成品與內容的探討。因此，本文詳細介紹DDMT教學模式各階段的教學介入策略與各領域屬性而生的教學策略，並討論AI融入教學的功能和能力培養重點，以及各階段教學重點的提問問題之參考。最後，完善建構從教育思維出發的AI融入STEAM之跨域統整教學與在職和職前教師專業發展課程，使國內K-12的各級學校皆有良好的學術基礎，成功培育學生成為AI世代巨人。

This article focuses on the DDMT teaching model developed by the Tsinghua STEAM School. It explores various interdisciplinary models in current STEAM education, emphasizing a learner-centered approach and competency-oriented curriculum development goals under the spirit of the current 12-year national education system, which highlights on transdisciplinary, within and cross learner integrated teaching. The study aims to achieve the ultimate goal of constructing high-quality teaching practices by integrating AI and applying appropriate teaching strategies based on the characteristics of each domain. Tsinghua STEAM School centers on learners, motivating students' scientific inquiry and problem-solving through real-life phenomena and issues. During the process, the double diamond model of design thinking is applied to foster creativity and precision in addressing core issues. In the modeling process, besides embodying the maker spirit by making abstract ideas concrete, it also connects to the curriculum across various domains to deepen understanding of domain-specific concepts and modeling, enhancing the discussion of model products and content. Thus, the article provides a detailed description of the various stages of the DDMT teaching model, including intervention strategies and teaching strategies that arise from the attributes of each domain. It also discusses the role of AI in teaching, focuses on capability development, and includes references for questioning at each teaching stage. Finally, the article proposes establishing an AI-integrated transdisciplinary STEAM teaching approach from an educational perspective, accompanied by professional development programs for both in-service and pre-service teachers. This ensures that all K-12 school levels in the country have a solid academic foundation, successfully nurturing students to become leaders of the AI generation.