「AI賦能SEL互動陪伴」—智慧紅綠燈自主學習與情緒覺察系統，讓孩子愛上自主探究的秘密武器
講者/Speaker： 柯建盛、彭雯嫈, KO CHIEN SHENG、PENG WEN YING
重視學生學習歷程與社會情緒發展，結合IPO學習歷程、RGB學習支持機制、ITC觀課與SEL紀錄，從知識技能與學習態度雙軌交織而成的「學習安全網」，接住每一位孩子，致力培養學生自主學習、問題解決與合作表達能力。
一、 課堂設計：IPO 學習歷程與 RGB 學習支持機制
導入工業界「輸入—處理—輸出」的邏輯，轉化為課堂的 IPO 學習歷程。學生在解任務之前，需先理解任務目標、訂定自己的學習目標與策略，再開始進行任務，進入資料蒐集（Input）、探究實作（Process）到成果展示（Output）的歷程，完整經歷問題解決的階段。這樣的設計不只是完成任務，更是在培養學生的自我覺察與自我管理能力：孩子需要知道自己要往哪裡去、目前卡在哪裡，以及下一步可以如何調整。
同時，結合「智慧紅綠燈」（紅、黃、綠燈）機制，在同一堂課實現 1 對 30 的差異化教學：
●紅燈區（教師導航）：當系統偵測到孩子概念卡關，儀表板會亮起紅燈。老師能第一時間介入「搭建鷹架」，確保基礎穩固，不讓任何孩子在迷航中被冷落。
●黃燈區（系統自學）：這是課堂的主流。孩子依照自己的步調前進，遇到問題先與 AI 助教對話，在具備「安全感」的環境中練習試錯。
●綠燈區（進階挑戰）：提早通關的孩子繼續拔尖！系統自動解鎖進階挑戰，讓學習深度持續向上延伸。
二、數位教學觀察：ITC 系統的精準診斷
為了解決傳統教學「難記錄、主觀、回饋延遲」的痛點，設計了極簡化的 ITC 教學觀察系統。老師一秒內即可完成快速記錄，並透過「雙層判讀」機制進行精準診斷：
●終結痛點：系統即時生成行為分布與時序圖等圖表或報告，讓老師當下就能掌握學習脈動並即時調整策略。
●數據診斷：若全班投入度皆低，代表可能是「任務設計」需要調整；若僅單一學生偏離（OFT），則代表需要提供個別支持。這種數據能協助教師更公平地分配注意力與教學資源。
三、學習安全網：知識技能與學習態度的雙軌交織
我們建立了AI 評分規準核心，這不僅是針對「知識技能」的評量，更是與「學習態度」交織而成的保護網。
●經緯交織：「智慧紅綠燈」評估學科知識是「經線」，ITC教學觀察結合 SEL是「緯線」。兩者緊密結合，確保沒有任何一個孩子被漏接。
●無聲的陪伴：數據與燈號僅供老師查看，保護學生自尊。這不是監控，而是向學生傳達「老師知道你卡住了，我隨時都在」的溫暖支持。
●同儕支持：透過「請求支援（SOS）」與協助者需在實體紀錄本簽名的「售後服務」機制，我們將數位信號轉化為實體互助，培養學生的社會覺察與人際技巧。
四、課程永續發展：教材中心與即測即評的智慧循環
為了讓科技不只解決單堂課的問題，更能支持課程的長期發展，我們建立了「教材中心」作為課程永續累積的核心。教師可以將教材、簡報、講義與課堂活動集中管理，形成可重複使用、可持續修正、可快速再設計的教學資源庫。
更重要的是，教材中心不再要求教師事前花大量時間準備題目。當老師在課堂中發現需要馬上確認學生理解程度時，可以立即透過「AI出題」分析教材內容，自動生成適切的測驗題目，做到「想到就可以測驗、不必事前備題」。這讓評量從課前準備的壓力，轉化為課堂中自然發生的學習診斷。
透過「即測即評」機制，學生作答後，系統能立即回收答案、統整結果，協助教師判斷哪些概念已被理解、哪些內容仍需補強。教師不必等到課後批改，便能在當下調整教學節奏，讓評量真正成為學習的一部分，而不是學習結束後的檢查。
我們的設計目標是要讓課程具有可持續改進的能力。每一次教材使用、AI出題、學生作答與教師回饋，都能回流成為下一次課程設計的依據。教材不再是一次性的簡報，而是會隨著學生反應不斷被修正、被優化、被累積的「活教材」。長期而言，這能減少教師重複備課的負擔，也讓課程品質在一次次實踐中穩定提升。
透過這套設計，學生從被動接受者轉為對學習負責的「自我管理者」，而老師則從疲於奔命的「救火員」，轉變為能從容引導孩子的「導師」。更重要的是，課程本身也從一次性的教學活動，轉化為能持續累積、即時診斷、滾動修正的智慧教學生態系。
實踐感悟：「用了這套系統你會發現，它和其他工具不同；老師不必改變原本的教學方式，而是讓科技在關鍵時刻，幫你看見每一位孩子真正需要的支持。」
In the teaching field, teachers often face the bottlenecks of "delayed feedback" and "the difficulty of real-time teaching observation records". To accompany every child, we have developed the "IPO Learning Process", "Smart Traffic Lights", and "ITC Digital Classroom Observation" systems. These systems focus not only on knowledge and skills but also on learning attitudes, catching every child through a "learning safety net" woven from these dual tracks, allowing technology to transform into warm companionship.
I. Classroom Design: The IPO Learning Process and RGB Learning Support Mechanism
Introducing the "Input-Process-Output" logic from the industrial sector, it is transformed into the classroom's IPO learning process. Before solving a task, students must first understand the task objectives, set their own learning goals and strategies, and then begin the task, entering the process of data collection (Input), inquiry and implementation (Process), to the display of results (Output), completely experiencing the stages of problem-solving. This design is not just about completing tasks, but rather cultivating students' self-awareness and self-management abilities: children need to know where they are heading, where they are currently stuck, and how they can adjust their next steps.
At the same time, combined with the "Smart Traffic Lights" (red, yellow, green lights) mechanism, it achieves 1-to-30 differentiated instruction in the same class:
•Red Light Zone (Teacher Navigation): When the system detects a child is stuck on a concept, the dashboard lights up red. The teacher can intervene immediately to "build scaffolding," ensuring a solid foundation and preventing any child from being left out in confusion.
•Yellow Light Zone (System Self-Learning): This is the mainstream of the classroom. Children progress at their own pace; when encountering problems, they first converse with the AI teaching assistant, practicing trial and error in an environment with a "sense of security".
•Green Light Zone (Advanced Challenge): Children who clear the level early continue to excel! The system automatically unlocks advanced challenges, allowing the depth of learning to continuously extend upwards.
II. Digital Teaching Observation: Precise Diagnosis by the ITC System
To solve the pain points of traditional teaching being "hard to record, subjective, and having delayed feedback," an extremely simplified ITC teaching observation system was designed. Teachers can complete quick records within one second and conduct precise diagnosis through a "dual-layer interpretation" mechanism:
•Ending Pain Points: The system instantly generates charts or reports such as behavior distribution and time-series graphs, allowing teachers to grasp the learning pulse on the spot and adjust strategies in real-time.
•Data Diagnosis: If the entire class has low engagement, it may indicate that the "task design" needs adjustment; if only a single student deviates (OFT), it means individual support needs to be provided. Such data can assist teachers in more fairly distributing their attention and teaching resources.
III. Learning Safety Net: The Dual-Track Interweaving of Knowledge/Skills and Learning Attitudes
We have established an AI grading rubric core, which is not only an assessment of "knowledge and skills," but also a protective net interwoven with "learning attitudes".
•Interweaving Warp and Weft: The "Smart Traffic Lights" evaluating subject knowledge act as the "warp," while the ITC teaching observation combined with SEL acts as the "weft". The two are tightly integrated to ensure no child is left behind.
•Silent Companionship: Data and light signals are only visible to the teacher, protecting students' self-esteem. This is not surveillance, but rather conveying warm support to the students: "The teacher knows you are stuck, and I am always here".
•Peer Support: Through the "Request for Support (SOS)" and an "after-sales service" mechanism where the helper must sign a physical record book, we transform digital signals into physical mutual aid, cultivating students' social awareness and interpersonal skills.
IV. Sustainable Curriculum Development: The Teaching Material Center and the Smart Cycle of Immediate Testing and Evaluation
In order for technology not only to solve the problems of a single class but also to support the long-term development of the curriculum, we established the "Teaching Material Center" as the core for sustainable curriculum accumulation. Teachers can centrally manage teaching materials, presentations, handouts, and classroom activities, forming a teaching resource library that is reusable, continuously revisable, and quickly redesignable.
More importantly, the Teaching Material Center no longer requires teachers to spend a large amount of time preparing questions in advance. When a teacher discovers during class that they need to immediately confirm students' level of understanding, they can instantly use "AI Question Generation" to analyze the teaching material content and automatically generate appropriate test questions, achieving "testing whenever the thought arises, without the need for prior preparation". This transforms assessment from the pressure of pre-class preparation into a learning diagnosis that naturally occurs within the classroom.
Through the "immediate testing and evaluation" mechanism, after students answer, the system can immediately collect answers and synthesize results, assisting teachers in determining which concepts have been understood and which contents still need reinforcement. Teachers do not have to wait until after class to grade; they can adjust the teaching pace on the spot, making assessment truly a part of learning, rather than an inspection after learning concludes.
Our design goal is to empower the curriculum with the ability for sustainable improvement. Every use of teaching materials, AI question generation, student response, and teacher feedback can flow back to become the basis for the next curriculum design. Teaching materials are no longer one-time presentations, but rather "living materials" that are continuously corrected, optimized, and accumulated according to student reactions. In the long run, this can reduce the burden of repetitive lesson preparation for teachers and steadily elevate curriculum quality through repeated practice.
Through this set of designs, students transform from passive recipients into "self-managers" who are responsible for their learning, while teachers transform from exhausted "firefighters" into "mentors" who can calmly guide children. More importantly, the curriculum itself is transformed from a one-time teaching activity into a smart teaching ecosystem capable of continuous accumulation, real-time diagnosis, and rolling correction.
Practical reflection: "Once you use this system, you will find that it is different from other tools; teachers do not have to change their original teaching methods, but rather let technology help you see the exact support every child truly needs at critical moments".