II. Reading Comprehension & Mixed-Type Question Design 說明: 仔細閱讀以下文章後(無須改寫)，設計 5 題符合學測素養混合題題組。出題題型須包含選擇題、填充題、簡答題、整合歸納題型等等。請附上答案，並標明每題配分與評分標準（Rubrics）。              Bridging the Digital Language Divide: AI and Educational Equity      The rapid advancement of generative artificial intelligence has the potential to revolutionize global education. However, bridging language gaps using AI requires a dedicated effort to promote inclusivity and accessibility. To ensure that no learner is left behind, it is imperative that safety standards and ethical guidelines remain at the forefront of AI development.      According to research from Brookings Education, the increasing integration of AI in classrooms highlights a critical issue: a systemic bias toward dominant languages. The Austrian philosopher Ludwig Wittgenstein once famously remarked, “The limits of my language mean the limits of my world.” This profound insight underscores the modern crisis where the concentration of  generative AI on major global languages risks reinforcing long-standing social and economic inequalities. While there are over 7,000 languages spoken worldwide, a vast majority of internet content is restricted to only a handful of dominant ones. Thisdisparity creates a "digital language divide" that excludes millions of people from the benefits of the digital age.     Furthermore, this phenomenon does not merely limit inclusivity; it perpetuates historical inequalities. Throughout history, language has often been wielded as a tool of power to shape social contexts and influence technological progress. If left unaddressed, AI could become a modern instrument of marginalization. As we move further into the 21st century, it is crucial fordevelopers and policymakers to correct this growing linguistic gap, ensuring that technology serves humanity as a whole rather than a privileged few.      Fortunately, some visionary leaders are already tackling these disparities. Maria Chmir, the Founder and CEO of Rask AI, is one such individual committed to democratizing access to global knowledge. Recognizing that online education frequently caters only to English or Spanish speakers, her mission is to offer high-quality educational materials in over 130 languages. Rask AIachieves this by providing educators with sophisticated tools for content localization. These technologies include automated audio and video translation, high-fidelity dubbing, voice cloning, and even lip-synching. Such innovations allow a lecture delivered in New York to be understood by a student in a remote village in Vietnam or Peru, preserving the nuances of the original message.      A recommended approach for fostering a more inclusive educational landscape involves a multi-faceted strategy. This includes supporting the large-scale translation of diverse educational materials and incentivizing the development of AI models trained on underrepresented languages. By doing so, we can ensure equitable access to information and effectively close thelanguage gaps that currently hinder AI-powered education. Ultimately, the goal is to transform AI from a barrier into a bridge, creating a world where every student, regardless of their native tongue, has the key to unlock the vast treasures of human knowledge.

第二部份選擇題： I. Summary and Cloze-Test Design: 1 題(20%) 含摘要改寫(10%)與克漏字出題(5 題,10%) Summarize the following article in around 300 words. Based on your summary, design FIVE cloze test questionsThe multiple-choice questions should have four options. The correct answershould be given to your designed questions. Navigating the Digital Frontier: UNESCO’s Human-Centered Frameworks for AI Competencies in Education Overview The past decade has witnessed the pervasive integration of artificial intelligence (AI) across all facets of human development. The public release of generative AI tools in November 2022 served as a catalyst, accelerating the permeation of these technologies into the fabric of social life. Within this transformation, the education sector stands at the epicenter. While therise of AI presents unprecedented opportunities to innovate teaching and learning practices, it simultaneously introduces complex risks that challenge traditional educational paradigms. This article explores the necessity of structured AI competency frameworks, emphasizing a human-centered approach that empowers both students and teachers to navigate this evolvinglandscape as responsible co-creators rather than mere passive users. The Imperative for AI in Education: Opportunities and Ethical Risks Artificial Intelligence has the potential to address some of the most daunting challenges in modern education. By automating administrative tasks and facilitating personalized learning experiences, AI can accelerate progress toward Sustainable Development Goal 4 (SDG 4)—ensuring inclusive and equitable quality education for all. However, technological advancementhas historically outpaced policy debate and regulatory frameworks. UNESCO’s mandate centers on a human-centered approach to AI. This philosophy shifts the global conversation from technical efficiency to social equity. The primary objective is to ensure that AI does not widen the existing technological divides between and within countries. The promise of "AI for All" implies that every individual must be able to harness the fruits of this revolution, particularly in terms of innovation and knowledge access. Despite these promises, AI poses significant risks. It threatens human agency, violates data privacy, and may intensify systemic inequalities. In educational settings, an over-reliance on AI could reduce the nuanced art of teaching to mere calculations and automated tasks, thereby devaluing the human connection between educator and student. Furthermore, disproportionatespending on technology at the expense of human capacity development could exacerbate the global shortage of qualified teachers.Therefore, the implementation of AI requires a judicious balance guided by the principles of inclusion and equity. From Deterministic to Stochastic: Understanding the Nature of Modern AI A fundamental shift in the nature of information technology has occurred. Prior generations of Information and Communication Technology (ICT) tools were largely deterministic, meaning the same inputs invariably produced the same outputs. In contrast, modern generative AI tools are stochastic. They operate on probabilistic models where the same input may lead to different, unpredictable outputs. This stochastic nature makes AI-generated content potentially less trustworthy, particularly in the context of factual and conceptual knowledge. Because the "black box" of AI algorithms remains opaque to the average user, it is critical that teachers and students understand how these systems are trained. Educators must develop the capacity to examine AI outputs critically anddesign pedagogical methodologies that guide the use of AI-synthesized content. Furthermore, because AI systems are adaptive and built upon general-purpose foundation models, they possess the transformative power to alter not just business models, but social and personal practices at a foundational level. Challenges to Implementation: Human Agency and Sustainable Development The transition to an AI-rich educational environment is fraught with systemic hurdles. One of the most pressing concerns is the potential for AI to narrow education to only that which can be processed and delivered by algorithms. There is a risk that learning becomes a series of automated tasks, stripping away the critical thinking and emotional intelligence that are central to human maturity. Furthermore, the environmental cost of AI cannot be ignored. The massive data centers required to train foundation models contribute to climate change—a reality that must be reconciled with the goals of environmental education. National educational authorities must dynamically review and redefine teachers' roles, strengthen teacher-training institutions, and establish robustcapacity-building programs. Investment must be redirected from mere hardware procurement to the long-term development of human capacity. Conclusion: Wisdom over Knowledge In the age of AI, we are rich in mechanisms but potentially poor in purpose. If we allow AI to dictate the goals of education, we risk a "disorderly individualism" and a fragmentation of character. UNESCO’s frameworks serve as a global reference to ensure that the AI revolution serves the common good. By fostering a human-centered mindset, emphasizing accountability, and encouraging students to be co-creators rather than consumers, we can ensure that technology enhances human flourishing. The ultimate goal is to produce citizens who move with intention, guided by wisdom, toward a future that values human dignity above algorithmic efficiency. The successful cleanup of our "digital rivers" requires the same ten-year commitment and mindset shift seen in historical urban transformations. Any city, and any education system, can transform from a "polluted backwater" into a "global green powerhouse" of intellect, provided it prioritizes human agency and collective well-being over the allure of automated shortcuts.

相關申論題

相關試卷