In most of my classes, I tend to use problem-based or project-based learning strategies. The main reason is that the knowledge and ability levels of students in Industrial and Systems Engineering at CYCU are not strong. Those students have difficulties in mathematical classes or have a poor English background, which makes traditional lecture teaching lead to poor learning outcomes for students. By designing real-world cases, students will know why they need to learn and what they need to learn. Most importantly, PBL teaching strategies always trigger students’ learning motivation, which makes students pay attention to learning professional knowledge. Since AI tools are low-cost and highly efficient, students acquire knowledge quickly, but most of the time they might ignore what they need to learn. Consequently, I think AI inclusion is the trend and can’t be avoided. The most important thing is to teach students how to use AI tools correctly and responsibly, keep an open-minded attitude towards AI, and use the right ways to judge the correctness of results produced by AI tools. I believe combining my original teaching approaches and including AI tools will help students learn better and more completely than before.

我特別喜歡使用問題導向學習教學法及專題式學習教學法於課程中。中原工業系的學生，進到大學時的平均成績以及程度大概是中上，英文數理能力通常都有缺陷，因此，傳統式的講述教學的教學效率並不是那麼好。我會在課程設計實境問題，應用實境問題與專業知識的關聯，引發學生的學習興趣。這樣的教學策略，往往引起學生的學習興趣，讓學生比較有效率的吸收相關的專業知識。現在因為低成本高效率的生成式AI流行，許多學生為快速的取得相關的資訊，反而忽略真正要學習的知識，因此，在優化AI融入在PBL教學中，我會讓學生知道要如何正確的使用AI工具，要怎麼判斷是生成式AI所產生的內容的可信度，以及如何應用生成式AI強化學習產出。當以開放的態度，將AI作為教學助力的方法後，因為教學效率的提升，反而讓原有教學架構得以更有效率的執行，讓學生學習更加完整。