智慧教室賦能性別平等議題教學：以TPACK框架與生成式AI整合為探究視角

Smart Classroom-Enhanced Gender Equality Issue-Based Teaching: Exploring TPACK Framework with Generative AI Integration

本研究以臺北市某國民中學八年級「全球議題」課程中的性別平等教學單元為個案，探討教師如何於智慧教室環境中，結合TPACK（Technological Pedagogical Content Knowledge）理論框架、HiTeach智慧教學系統、六何法（5W1H）提問策略與生成式人工智慧（Generative AI, GAI）工具，設計並實施議題導向的創新教學。研究採用探索性質性個案研究為主要取徑，輔以描述性量化數據作為參考佐證，透過HiTeach系統蒐集描述性量化數據（包括科技互動指數T值達73分、教學法應用指數P值達69分、內容實踐指數C值達72分、學生平均互動2.1次/人等），並以質性資料（課堂觀察記錄、師生互動轉錄、學生作品分析）為主要分析依據，進行深度個案描述與詮釋。研究對象為具12年教學經驗的社會科教師及兩班共50名學生，研究期間為三週六節課。研究發現，智慧教室科技工具能有效提升學生參與度（從30%提升至88%）與批判性思維發展。教師靈活整合TPACK三構面能力，GAI在處理事實性問題之分類準確率達100%、明確態度表述之分類準確率達92%，但詮釋情感性、語意模糊、反諷或涉及價值判斷之回應時,仍需教師介入。本研究提出TPACK-GAI整合模型，為性別平等教育等非STEM領域科技整合提供探索性參考，並對教學實務、技術優化、政策推動提出具體建議。本研究為單一教師、單一學校之短期個案觀察，研究結果不宜過度推論，所引用之HiTeach系統指數亦尚未經標準化信效度檢驗，讀者解讀時宜審慎。

This exploratory qualitative case study investigates how a junior high school teacher in Taipei integrated the Technological Pedagogical Content Knowledge (TPACK) framework, HiTeach smart classroom system, 5W1H questioning strategy, and Generative Artificial Intelligence (GAI) tools to design and implement an issue-based gender equality unit. Employing a qualitative case study approach as the primary method, supplemented by descriptive quantitative data (T-index of 73, P-index of 69, C-index of 72, and average 2.1 interactions per student), the research analyzed qualitative data through classroom observations and artifact analysis. The study involved an experienced teacher with 12 years of experience and 50 students over three weeks. Within this single case, technology tools were associated with higher classroom engagement—the IRS system-recorded response rate reached 88%, compared with the teacher's estimated 30% hand-raising rate in traditional instruction; these figures reflect different measurement contexts and instruments rather than a direct pre-post comparison. Qualitative evidence indicated preliminary signs of growth in critical thinking. GAI achieved 100% accuracy for factual questions and 92% accuracy for clear attitude expressions, but required teacher intervention for emotional, ambiguous, sarcastic, or value-laden responses. This study proposes a TPACK-GAI integration model as an exploratory reference for technology integration in non-STEM fields such as gender equality education; findings are bounded to this case and should not be generalized without further study.