{"id":1501,"date":"2026-06-14T03:18:34","date_gmt":"2026-06-13T19:18:34","guid":{"rendered":"https:\/\/aifed.now\/conference\/?page_id=1501"},"modified":"2026-06-14T03:18:34","modified_gmt":"2026-06-13T19:18:34","slug":"%e4%b8%bb%e9%a1%8c%e4%ba%8c%ef%bc%9a%e6%95%99%e5%ad%b8%e5%af%a6%e8%b8%90-%e6%9e%97%e9%9b%8d%e6%95%8f-ai-%e7%87%9f%e9%a4%8a%e5%81%b5%e6%8e%a2%ef%bc%9a%e9%9b%b6%e9%a3%9f%e6%99%ba%e6%85%a7%e9%81%b8","status":"publish","type":"page","link":"https:\/\/aifed.now\/conference\/?page_id=1501","title":{"rendered":"\u4e3b\u984c\u4e8c\uff1a\u6559\u5b78\u5be6\u8e10 \/ \u6797\u96cd\u654f \/ AI \u71df\u990a\u5075\u63a2\uff1a\u96f6\u98df\u667a\u6167\u9078\u8207\u9bae\u4e73\u5e78\u798f\u5be6\u8e10"},"content":{"rendered":"<\/p>\n

AI \u71df\u990a\u5075\u63a2\uff1a\u96f6\u98df\u667a\u6167\u9078\u8207\u9bae\u4e73\u5e78\u798f\u5be6\u8e10<\/h3>\n<\/p>\n
\n

\"\u6797\u96cd\u654f\"<\/p>\n

\u8b1b\u8005\/Speaker\uff1a<\/strong> \u6797\u96cd\u654f, LIN, YUNG-MIN <\/span> <\/p>\n<\/div>\n

<\/p>\n

\n

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\n\u672c\u8a2d\u8a08\u7684\u6838\u5fc3\u6559\u80b2\u50f9\u503c\u5728\u65bc\uff0c\u5b83\u4e0d\u50c5\u662f\u4e00\u500b\u5065\u5eb7\u6559\u80b2\u8ab2\u7a0b\uff0c\u66f4\u662f AI \u7d20\u990a\u6559\u80b2\u7684\u5be6\u8e10\u5834\u57df\uff0c\u5b78\u751f\u5728\u771f\u5be6\u554f\u984c\u60c5\u5883\u4e2d\u5b78\u7fd2\u5982\u4f55\u5584\u7528 AI \u4f5c\u70ba\u601d\u8003\u5a92\u4ecb\u3001\u5982\u4f55\u5224\u65b7 AI \u56de\u61c9\u7684\u54c1\u8cea\u3001\u5982\u4f55\u5c07 AI \u5354\u4f5c\u6210\u679c\u8f49\u5316\u70ba\u793e\u6703\u5f71\u97ff\u529b\u3002SPARK AI \u6a21\u7d44\u6240\u5f37\u8abf\u7684\u300cSpark Your Future with AI\u300d\uff0c\u6b63\u662f\u900f\u904e\u6b64\u8ab2\u7a0b\u5f97\u5230\u6700\u5177\u9ad4\u7684\u9ad4\u73fe\uff1a\u900f\u904e AI \u9ede\u71c3\u5b78\u751f\u5c0d\u6578\u64da\u7684\u597d\u5947\u3001\u5c0d\u5065\u5eb7\u7684\u8cac\u4efb\uff0c\u4ee5\u53ca\u5c0d\u793e\u5340\u7684\u95dc\u61f7\u884c\u52d5\u529b\u3002<\/p>\n

\u95dc\u9375\u8a5e\uff1aSPARK AI \u6559\u5b78\u6a21\u7d44\u3001\u56e0\u6750\u7db2\u3001\u4eba\u6a5f\u5354\u4f5c\u3001\u5dee\u7570\u5316\u6559\u5b78<\/p>\n

\u00a0<\/p>\n\n

This paper presents an instructional application design centered on the SPARK AI Teaching Module, implemented within the context of a sixth-grade health education unit titled \"AI Nutrition Detective: Smart Snack Choices and New Taipei City's Fresh Milk for Every Student Policy.\" Aligned with the Kang Hsuan textbook series (Grade 6, Semester 2, Health Education Unit 1: \"The Journey of Food\"), the course spans four class periods (160 minutes) and integrates three digital tools: the government-developed AI platform Edu, and Canva AI. The SPARK AI module \u2014 an acronym for Set the Stage (S), Problem Explore (P), Apply AI Tools (A), Reflect and Create (R), and Keep it Real (K) \u2014 embodies the spirit of \"Spark Your Future with AI,\" guiding learners through an unbroken learning journey from authentic data inquiry to real-world civic action.
\nThe design originates from two key observations in the classroom. First, nutritional labels on food packaging present a high cognitive load for sixth-grade students: figures such as \"per 100 grams\" or \"servings per package\" rarely translate into meaningful health decisions, and students lack the motivation to interpret them independently. Second, New Taipei City's \"Fresh Milk for Every Student\" policy offers every student a weekly serving of designated dairy products (fresh milk or soy milk); this policy presented an opportunity to ask: how can AI serve as a bridge, transforming dry data literacy into a student-driven decision to claim a concrete health benefit?
\nThe core instructional innovation of this design lies in establishing a structured AI collaboration pathway moving \"from abstract data to concrete practice,\" realized through three interconnected layers. The first is a tiered data decision-making architecture: students proceed through three sequential checkpoints \u2014 (1) the Five Gold Standard Criteria (sugar, sodium, carbohydrates, saturated fat, and trans fat), (2) caloric density analysis, and (3) macronutrient caloric ratio analysis \u2014 progressing from \"basic compliance\" to \"nutritional quality\" judgment. This progression is intentionally designed to prevent uncritical acceptance of AI conclusions and to cultivate independent digital literacy. The second innovation is the application of a Socratic AI dialogue model using the Ministry of Education-developed tool Edu Rather than providing direct answers, Edu poses questions that guide students to reason through the data themselves: students first perform \"data translation\" (converting package labels into structured numerical inputs), then submit targeted prompts that invite Edu to ask follow-up questions (such as: \"How do we calculate the percentage of calories from fat?\"), thereby engaging in higher-order thinking through human-AI collaboration. The third innovation is differentiated dynamic scaffolding: for students with stronger computational skills, Edu 's Socratic questioning guides them to independently derive caloric ratio formulas; for students with weaker math skills or special learning needs, a \"data delegation\" mode allows Edu to perform complex division and percentage conversions while students focus their cognitive energy on interpreting results and making health decisions. This design ensures that no student is left behind due to mathematical barriers.
\nQuantitative outcomes demonstrate significant gains. Following the introduction of Socratic AI dialogue, the average time for students to complete macronutrient caloric ratio analysis fell from 15\u201320 minutes (traditional instruction) to under 5 minutes, representing improvement in efficiency. Students' ability to correctly identify snacks that \"pass basic standards but lack nutritional balance\" (e.g., those with excessive fat ratios) rose from approximately 35% (pre-AI-collaboration) to over 90%. In connection with the Fresh Milk for Every Student initiative, the projected weekly redemption rate for the class is expected to reach 95% or above. After distributing student-produced health advocacy videos to family communication groups, the projected household reach rate is 100%, with at least 80% of families expected to re-examine the nutritional composition of snacks stored at home.
\nQualitative outcomes are equally meaningful. The design successfully guided students to shift from \"relying on AI\" to \"critically engaging with AI,\" experiencing firsthand that AI functions as a thinking scaffold rather than an answer machine, thereby cultivating critical digital literacy. The AI's mediation of complex calculations significantly reduced students' cross-disciplinary math anxiety, freeing cognitive resources for the higher-order thinking required in health decision-making, and noticeably boosting overall learning motivation. Furthermore, through multimodal video creation with Canva AI and the Milk Dance activity, students transitioned from passive learners into \"Health Navigators\" with genuine social influence. Their video works, shared with family networks, both promoted New Taipei City's dairy policy and strengthened the communication bridge among students, teachers, and parents.
\nIt is also noteworthy that the lesson plan and student worksheets for this course were co-designed using Gemini as an AI collaboration partner \u2014 a \"human-AI co-creation\" approach that substantially reduced the administrative burden of instructional design while enriching the differentiated scaffolding strategies through AI-generated perspectives. Five reflective themes arising from classroom observation are documented: the emergence of learner agency, the educational value of productive struggle in human-AI collaboration, the cultivation of digital self-regulation in a 1:1 device environment, the effectiveness of AI-empowered lesson planning, and strategies for balancing pacing with flexible digital production output.
\nThe deeper educational significance of this design is that it serves not only as a health education course but also as a practical arena for AI literacy education. Students learn \u2014 within a real-world problem context \u2014 how to use AI as a medium for thought, how to evaluate the quality of AI-generated responses, and how to translate AI-assisted insights into social impact. The SPARK AI module's founding principle, \"Spark Your Future with AI,\" finds its most concrete expression here: igniting students' curiosity about data, their sense of responsibility for their own health, and their capacity to act on behalf of their community.
\nKeywords: SPARK AI Teaching Module, Taiwan Adaptive Learning Platform, TALP, Human-AI Collaboration, Differentiated Instruction<\/p>\n

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