GULLA 公開觀課專業成長歷程建構系統
講者/Speaker： 鍾昌宏, CHUNG, CHANG-HUNG
本研究提出「GULLA 公開觀課專業成長歷程建構系統」，旨在回應臺灣中小學公開授課制度化後，現場教師在共同備課、教學觀察與專業回饋歷程中，常面臨課堂證據不足、回饋流於印象、議課難以聚焦學生學習，以及小規模學校同領域專業支持不足等問題。系統以生成式 AI 為核心支援工具，但其定位並非取代教師專業判斷，而是作為課堂證據整理器、專業對話促進器與反思行動轉譯器。透過音檔轉錄、逐字稿校對、課堂語料分析、結構化回饋、反思追問與行動建議等流程，系統協助教師將公開授課中的觀察資料轉化為可追溯、可檢核、可對話與可行動的專業成長材料。
本研究以 29 位不同領域國中教師為對象，使用自編之「公開授課回饋平台使用經驗、任務支持、AI 對話功能與專業成長問卷」進行量化分析。結果顯示，問卷整體內部一致性良好，Cronbach’s α 為 .971。教師在平台任務支持、紀錄效率、反思與行動規劃、AI 對話功能支持、專業成長知覺、整體價值與持續使用意願等構面均呈現正向評價，且多數構面平均數顯著高於五點量表中點。尤其在減輕公開授課紀錄表負擔、提升觀課紀錄與回饋整理效率、協助生成具體專業回饋，以及促進教學反思方面，平台展現明確效益。相關分析亦顯示，平台任務支持感與整體價值、持續使用及擴散意願之間呈高度正相關，表示教師越能感受到平台協助完成公開授課核心任務，越傾向肯定其整體價值與推廣潛力。
質性回饋進一步顯示，系統的步驟化介面有助於降低使用門檻，摘要與證據依據的呈現提升了教學分析的可信度與可檢核性，而可追問的 AI 對話機制則促進教師由描述性回饋進入診斷、詮釋與教學修正的反思循環。整體而言，GULLA 系統不只是公開授課文書作業的效率工具，而是一套強化證據導向議課、深化教師專業對話，並支持持續性教學改進的 AI 輔助教師專業成長系統。
This study presents the GULLA System for Constructing Professional Growth Processes through Open Classroom Observation, designed to address persistent challenges in Taiwan’s institutionalized open lesson observation practices. Although open classroom observation has become a formal mechanism for promoting collaborative lesson preparation, classroom observation, and professional feedback, its implementation often remains at the level of procedural completion, documentation, or impression-based discussion. Teachers frequently lack sufficient classroom evidence to support professional dialogue, and post-lesson discussions may focus more on teachers’ instructional performance than on students’ learning processes. These challenges are particularly evident in small schools, where teachers may have limited access to same-subject colleagues and sustained professional support.
The GULLA system uses generative AI not as a substitute for teacher judgment, but as an evidence organizer, professional dialogue facilitator, and reflective action translator. Through audio transcription, transcript verification, structured classroom discourse analysis, evidence-based feedback, reflective questioning, and action-oriented suggestions, the system supports teachers in transforming classroom data into traceable, interpretable, and actionable materials for professional learning. The design is grounded in the logic of Lesson Study and teacher professional growth, emphasizing the movement from classroom evidence to professional interpretation and instructional improvement.
A quantitative evaluation was conducted with 29 junior high school teachers from different subject areas using a self-developed questionnaire on platform experience, task support, AI dialogue functions, and perceived professional growth. The overall questionnaire demonstrated high internal consistency, with a Cronbach’s α of .971. Results showed that teachers rated the system positively across task support, documentation efficiency, reflective and action-planning support, AI-assisted dialogue, perceived professional growth, overall value, and willingness to continue using or share the system. Most dimensions were significantly higher than the midpoint of the five-point Likert scale. The strongest perceived benefits were reduced workload in completing open lesson observation records, improved efficiency in organizing classroom observation notes and feedback, enhanced specificity of professional feedback, and stronger support for instructional reflection. Exploratory correlation analysis further indicated a strong positive relationship between perceived task support and overall value, continued use, and dissemination intention.
Qualitative feedback showed that the system’s step-by-step interface lowered the entry barrier for teachers, while its summaries, prioritized suggestions, and evidence-based scoring enhanced the interpretability and trustworthiness of AI-generated analysis. The interactive questioning function further enabled teachers to move beyond descriptive feedback toward deeper diagnosis, interpretation, and instructional revision. Overall, the GULLA system functions not merely as a documentation tool, but as an AI-supported professional growth system that strengthens evidence-based post-lesson discussion, supports reflective teaching practice, and promotes sustainable instructional improvement.
- 論文全文：GULLA 公開觀課專業成長歷程建構系統
- 影像： 相關影片