生成式AI應用於課堂活動設計之探討：以通識課「現代詩」教學為例

A Study on the Application of Generative AI in Classroom Activity Design:Take the General Education Course“Modern Poetry”as an Example

本文旨在探討AI科技衝擊下，生成式AI如何應用於通識課程現代詩教學的課堂活動設計。隨著全球化趨勢與人工智慧技術的快速進展，AI已廣泛運用於教育領域，而現代詩的教學因其獨特的主觀性與創造性，傳統方式往往難以有效提升學習成效，特別是通識課程的現代詩教學該如何因應AI的浪潮？教師在AI時代應具備什麼核心能力？是通識教育的課程設計與實施正面臨的挑戰與契機。事實上，教師學習AI科技並將其融入教學，可為課程的設計與實施提供更多的創新思維，在教學面能實質達到教學效能的提升。本文探討在大學通識「現代詩」課程中導入生成式AI（如ChatGPT）協助創意課堂活動的可行性，期望能為現代詩教學帶來新的教學模式，促進AI與文學的跨域結合，提升學生對現代詩的學習動機與興趣。本課程之學習成效評估採用期末的量化與質性問卷兩種方式進行。施測結果顯示，學生給予許多正向回饋，提供了未來教學改進的重要參考依據。

This paper aims to explore the design of classroom activities for teaching modern poetry in general education courses through the application of generative AI under the impact of AI technology. With the accelerating trends of globalization and the rapid advancement of artificial intelligence, AI has been widely adopted in the field of education. However, due to the distinctive subjectivity and creativity of modern poetry, traditional teaching approaches often struggle to effectively enhance learning outcomes. This raises critical questions: how should modern poetry teaching in general education respond to the wave of AI, and what core competencies should teachers possess in the AI era? These issues present both challenges and opportunities for the design and implementation of general education curricula.
In practice, when teachers learn AI technologies and integrate them into instruction, they can introduce more innovative thinking into course design and implementation, thereby achieving tangible improvements in teaching effectiveness. This study investigates the feasibility of incorporating generative AI (such as ChatGPT) into a university general education“Modern Poetry”course to support creative classroom activities. It is hoped that this approach will introduce new pedagogical models for modern poetry teaching, promote interdisciplinary integration between AI and literature, and enhance students’learning motivation and interest in modern poetry. Learning outcomes for this course were evaluated through both quantitative and qualitative questionnaires administered at the end of the semester. The results indicate that students provided substantial positive feedback, offering important reference points for future instructional improvement.