國小教師對生成式AI運用於教學現場之焦慮情形與因應策略之研究—以臺北市為例

Abstract

近年來，生成式AI快速發展，它可應用在教學準備、教學活動以及評量回饋等階段，為教育現場帶來新契機，卻也同時產生課堂班級的管理、教學工具的改變、資訊素養與倫理等挑戰，讓教師搖擺在「機遇」和「未知」之間，焦慮感隨之升高。本研究聚焦在臺北市國小教師，探討教師運用生成式AI於教學現場的焦慮情形與因應策略，以及比較不同背景變項教師之間的差異情形。本研究採問卷調查法，於114年04月15日至114年05月14日發放網路問卷，並利用描述性統計、獨立樣本t檢定及單因子變異數分析等方法進行分析。本研究共收回383份有效問卷，其結果如下：（一）使用生成式AI的實際情形較集中於備課階段，教學與評量仍屬嘗試階段。（二）教師整體焦慮屬中等程度，以「班級經營的管理」與「生成式AI能力的掌握」的焦慮情形較高。（三）教師傾向採取積極正向的因應策略，逃避延宕的比例最低。（四）性別、年齡、服務年資、擔任職務、任教年級與任教科目等不同背景變項教師在焦慮層面部分具有差異。（五）性別、年齡、服務年資與擔任職務等不同背景變項教師在因應策略部分具有差異。本研究之建議如下：（一）教師方面：以備課階段為起點、積極參與增能與進修、擔任推動相關素養教育的角色；（二）學校方面：提供多元的研習、顧及教師的差異、改善軟硬體設備、建立明確使用原則。（三）教育主管單位方面：平均分配資源、推動相關政策須穩定前行。In recent years, generative AI has developed rapidly. It can be applied to various stages of education, including lesson preparation, instructional activities, and assessment, bringing new opportunities to the education field. However, it also creates challenges such as classroom management, changes in teaching tools, and issues related to information literacy and ethics. These uncertainties place teachers in a state of tension between opportunity and the unknown, leading to heightened anxiety.This study focuses on elementary school teachers in Taipei City, aiming to explore their anxiety levels and coping strategies regarding the use of generative AI in the classroom, as well as to examine differences among teachers with various demographic backgrounds. Online survey was conducted from April 15 to May 14, 2025, and data were analyzed using descriptive statistics, independent sample t-tests, and one-way ANOVA.A total of 383 valid responses were collected. The main findings are as follows: (1) The actual application of generative AI is mostly concentrated in the lesson preparation stage, while its use in instruction and assessment remains in the exploratory phase. (2) The anxiety among teachers is moderate, with higher levels reported in areas of classroom management and perceived ability to utilize AI effectively. (3) Teachers tend to adopt proactive and positive coping strategies, while avoidant or delaying strategies are the least used. (4) Teachers with different background variables such as gender, age, years of service, position, grade and subject taught have differences in anxiety. (5) Teachers with different background variables such as gender, age, years of service and position held have differences in coping strategies.Based on the findings, the following recommendations are proposed: (1) For teachers: Start with the preparation stage, actively participate in empowerment and further education, and play the role of promoting relevant literacy education. (2) For schools: Provide diverse training programs or courses, take into account the differences of teachers, improve technological infrastructure, and establish clear usage guidelines. (3) For educational authorities: Ensure equitable distribution of resources and promote related policies with consistency and stability.