從「代筆工具」到「寫作教練」：應用蘇格拉底式 AI 鷹架提升國小寫作後設認知之教學實踐
講者/Speaker： 張芳嫺, CHANG,FANGHSIEN
本研究聚焦於生成式 AI（GAI）時代下，國小學生寫作面臨的「認知依賴」與「主體性流失」核心問題 。目前針對國小階段之 AI 協作歷程與後設認知影響研究仍相對不足。本研究採行動研究之「循環修正」歷程，運用教育部因材網具蘇格拉底式引導功能之AI夥伴「e度」，針對不同起點行為之個案學生展開四階段教學實踐：第一階段發現自由對話易引發「AI崇拜盲從」與「真實經驗vs.範文邏輯」之衝突；第二階段導入創新之「紅綠黃停看聽」視覺化溯源標註策略，成功喚醒學生後設認知，釐清人機思維邊界；第三階段結合評分標準引領學生下達「限制型指令」（只給建議，不給答案），強制切斷AI代筆功能，促使依賴轉向高階轉譯；第四階段透過「完全無AI輔助」之獨立限時創作進行遷移驗證。
歷程型量化與質化成效證實，此策略模組成功建構了學生的AI協作主體性。卸除AI鷹架後，低能力學生從流水帳蛻變為具張力之散文，中、高能力學生亦實現精確細節描寫與全局結構之能力遷移，帶領學生留存「語感餘溫」並展現創作靈魂。研究最後反思了數位落差、基本功退化與資訊拼貼等副作用，並強調在GAI時代，教師價值已從傳統技術指導轉型為「後設認知引導者」與「情感體驗接應者」，為AI浪潮下的寫作主體性教育提供可行之中道實踐路徑。
關鍵詞： 生成式 AI、蘇格拉底式引導、後設認知、寫作主體性、紅綠黃停看聽策略
This study addresses the core challenges of "cognitive dependency" and the "loss of agency" faced by elementary school students in the era of Generative AI (GAI). Given the scarcity of research investigating the GAI-collaboration process and its metacognitive impacts in primary education , this action research employs a "cyclical correction" framework. Utilizing "e-Du," a Socratic AI learning companion on the Ministry of Education's Adaptive Learning Network , a four-stage instructional practice was implemented for case students with diverse baseline capabilities.
The findings across the stages reveal that:
1. In Stage 1, unrestricted dialogue easily triggered "AI worship and blind conformity," creating a conflict between students' "authentic experiences" and the AI's "model essay logic".
2. Stage 2 introduced an innovative "Stop, Look, and Listen" Red-Green-Yellow visual tracking strategy, which successfully awakened students' metacognition and clarified the cognitive boundaries between humans and AI.
3. Stage 3 integrated assessment rubrics with "restrictive prompts" ("Give me suggestions, not answers"), effectively stripping AI of its ghostwriting function and pushing students from dependency toward high-level cognitive translation.
4. Stage 4 validated the transfer of learning through an independent, time-limited writing task completely unaided by AI.
Both process-oriented quantitative data and deep qualitative insights confirm that this strategic module successfully reconstructs students' agency in AI collaboration. Upon removing the AI scaffolding, low-ability students progressed from keeping mere timelines to composing powerful prose ; meanwhile, middle- and high-ability students achieved capability transfer in precise detail description and global structural organization. This approach allows students to retain the "lingering warmth" of language intuition and manifest their creative souls. Finally, this study reflects on digital side effects such as basic-skill regression and information patching. It emphasizes that in the GAI era, the value of teachers has transformed from traditional technical instruction into becoming "metacognitive guides" and "emotional experience responders," thereby offering a viable, balanced path for educating student agency in writing under the AI wave.
Keywords: Generative AI, Socratic Dialogue, Metacognition, Writing Agency, Red-Green-Yellow Strategy