{"id":1505,"date":"2026-06-14T03:18:35","date_gmt":"2026-06-13T19:18:35","guid":{"rendered":"https:\/\/aifed.now\/conference\/?page_id=1505"},"modified":"2026-06-14T03:18:35","modified_gmt":"2026-06-13T19:18:35","slug":"%e4%b8%bb%e9%a1%8c%e4%ba%94%ef%bc%9a%e7%b4%a0%e9%a4%8a%e5%80%ab%e7%90%86-%e6%a5%8a%e6%98%93%e9%9c%96-%e7%bf%bb%e8%bd%89%e8%81%af%e7%b5%a1%e7%b0%bf%ef%bc%9a%e7%9c%9f%e5%af%a6%e6%83%85%e5%a2%83","status":"publish","type":"page","link":"https:\/\/aifed.now\/conference\/?page_id=1505","title":{"rendered":"\u4e3b\u984c\u4e94\uff1a\u7d20\u990a\u502b\u7406 \/ \u694a\u6613\u9716 \/ \u7ffb\u8f49\u806f\u7d61\u7c3f\uff1a\u771f\u5be6\u60c5\u5883\u4e0b\u7684AI\u4eba\u6a5f\u5354\u4f5c\u8207\u5728\u5730\u5a92\u9ad4\u7d20\u990a\u5be6\u8e10"},"content":{"rendered":"<\/p>\n

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\"\u694a\u6613\u9716\"<\/p>\n

\u8b1b\u8005\/Speaker\uff1a<\/strong> \u694a\u6613\u9716, YANG,YI-LING <\/span> <\/p>\n<\/div>\n

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\u00a0<\/p>\n\n

This teaching practice began with a question raised by the students: \u201cWe have created so many podcasts about our hometown, but why do so few people know about them?\u201d While promoting their local podcast programs, sixth-grade students at Shulin Elementary School realized that even high-quality content can have limited impact if it does not truly reach its audience. Therefore, instead of stopping at \u201ccompleting a project,\u201d the students began to think further: What kind of medium do parents encounter every day? In the end, they decided to transform podcast content, which parents were less likely to actively listen to, into a \u201clocal-feature communication book\u201d used daily by both students and families. Through this medium, the religious culture, salt-field literature, local industries, and ecological stories of Qigu could naturally enter everyday family conversations.<\/p>\n

The curriculum was designed around the DFC process of Feel, Imagine, Do, and Share. Students were guided to identify problems, investigate needs, discuss layout design, complete content development, and present their final work publicly. Faced with a large amount of writing, image generation, and layout work, the students introduced generative AI as a collaborative tool. Using structured prompts, they worked with Gemini to produce local historical content, Qigu-themed short writings, English example sentences, and contextual images. They also used Excel to organize questionnaire data and Word mail merge to complete the layout of the communication book. However, AI was never treated as the final answer. Throughout the course, students were specifically guided to deal with possible errors generated by AI. By comparing sources, consulting local experts for proofreading, and marking copyright information, they learned how to take responsibility for the content they published.<\/p>\n

In this project, four sixth-grade students completed approximately 100 pages of communication book content and revised the layout and content arrangement based on around 40 questionnaire responses. The project eventually received NT$25,000 in funding from Shulin Bao\u2019an Temple, allowing more than 200 physical copies to be printed and distributed to fifth- and sixth-grade students and families across 10 elementary schools in Qigu District. This communication book was not merely a student assignment; it became a public medium that truly entered the community and family life.<\/p>\n

Through this learning experience, students not only learned how to use AI, but also learned how to evaluate information, revise content, communicate with others, and understand that once a media work is made public, it carries the responsibility of verification and communication. This teaching practice shows that the value of integrating AI into education is not only about producing work more efficiently. More importantly, it gives children the opportunity to solve real-world problems and build deeper connections among hometown culture, media literacy, and civic responsibility.<\/p>\n

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