Research on the Application of AI Text Analysis Module and Teaching Efficiency by English Junior High School Teachers

本研究以HiTeach的AI文句分析模組教學應用進行教學效能研究，對於課堂教與學的整體成效很好。 

研究生:    謝宛芹
論文名稱:國民中學英語科教師應用AI文句分析模組與教學效能之研究
論文名稱(外文):    Research on the Application of AI Text Analysis Module and Teaching Efficiency by English Junior High School Teachers
校院名稱:國立政治大學
系所名稱:教育學系
論文出版年:2023

►本論文詳細資料請參考臺灣博碩士論文知識加值系統

論文摘要：

在AI時代下的學習，教師能為學生的學習，以及教室裡的風景帶來什麼樣的改變與火花？本研究是以透過訪談了解在資訊科技融入教學的教學設計中，特別針對國中英語科教師融入智慧教學系統之「AI文句分析模組」的應用與成效。本研究的目的有四：探討教師使用AI文句分析模組的目的與教學歷程中的使用時機、比較教師使用AI文句分析模組的教學策略、分析智慧教師在教學設計之教學策略安排影響英語教學效能的關係，以及檢視在英語課堂中融入智慧教學互動系統的英語教學之成效。研究方法以訪談法為主，問卷調查為輔，透過MAXQDA軟體分析質性的訪談逐字稿，使用IBM SPSS軟體分析與呈現問卷調查之量化數據資料。研究結果顯示：
1.英語科教師們應用AI文句分析模組的教學歷程中，以「引起動機」與「總結活動」居多。
2.本研究中的教學策略歸納產出了六種「提問」為首的典範應用。
3.若英語科教師將AI文句分析模組融入於其教學設計中，不同的提問類型皆能有效地引起學生參與課堂的意願與學習動機；
4.學習端會因為教學端提供如文字雲等「立即性的回饋」，意識到自己與同儕間異同，提升了包容差異與接受差異的能力，並且更加重視自己參與課堂的回應；
5.學生的質性回饋資料表達正向回應與支持，期待教師能多加使用；
6.特別是「開放式」的提問類型可以促進高分組的學生自我省思，讓低分組的學生更願意參與課堂。
7.問卷調查的研究結果發現學生對於教師教學效能的知覺程度介於「非常符合」與「符合」之間，其平均數為3.36，意即表示對於教師在融入科技的教學效能之知覺程度良好。而不同性別的學生，在教學效能的整體層面上，與下列四層面「教材內容與呈現之成效」、「教學方法與策略之成效」、「教學評量成效」及「有效運用教學時間的班級經營成效」達顯著水準，即表示學生會因性別不同，對教師教學效能的知覺感受會有所差異；而在不同地區（北部與中部）與不同年級（七年級與八年級）之學生，對於其英語教師的教學效能之知覺，僅在「融入科技與情境之師生互動成效」之層面有顯著的差異。

 

英文摘要：

Teachers' reflection or feedback after teaching relied on human records in the past. The development of relevant research to collecting data on teachers' teaching behavior in the classroom is also deeply restricted by the time-consuming training manpower cost or the inconvenience of the collection equipment. Under the trend of beginning to pay attention to effective classrooms, AI Sokrates Teaching Analytics System has improved the problem of labor cost by expanding the technology equipment in the classroom, and combined with the advantages of digital and technology using the semi-automatic method to collect the data of teachers' pattern of teaching behavior. It is a teaching support system based on modern educational concepts. The use of effective technology interaction and teaching method application strategies can create more efficient teaching effects.

The purposes of this study were to understand the difference between the quantitative data of classes from AI Sokrates Teaching Analytics System and the qualitative data of observations from the experts, explore the effect of principals’ technology leadership on teachers and their pattern of teaching behavior and effectiveness, and analyze the relationship between pattern of teaching behavior and teaching effectiveness. This study employed the content analysis, interview, and questionnaire investigation methods in order to achieve the research purposes. In addition, the Pearson product-moment correlation was used to analyze the relationship between teachers' pattern of teaching behavior and teaching effectiveness. Furthermore, the SEM was employed to verify the liner relationship between the two variables aforementioned. That is, the effect of teachers' pattern of teaching behavior on teachers’ teaching effectiveness.

The results show that the higher consensus of the AI Sokrates Teaching Analytics System and the experts, the higher teaching effectiveness of the class. Those principals who implemented the strategies of technology leadership would appropriately model the pattern of teaching behavior to integrate technology into their classes to meet the needs of their teaching eventually. Moreover, there is a significantly positive correlation between teachers' overall pattern of teaching behavior and teaching effectiveness (r=0.83, p <.01). After the model fitness test, it revealed that the proposed model fits well and the teachers' pattern of teaching behavior has significantly positive effect (.97) on teachers’ teaching effectiveness. The suggestions were provided which were based on the results for the reference of educational administration institutions, elementary and junior high school principals, teachers, and the follow up research in the future.