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請參考以下文本: 柏拉圖「地穴寓言」(Allegory of the Cave):在一座地穴中,有一群從小被囚禁的囚徒。他們背對洞口,手腳被束縛,只能看著面前的牆壁。在他們身後有一堵矮牆,牆後有火光,人們隔著矮牆舉著各種器物走過,火光將器物的影子投射在因徒面前的牆上。因徒們認為影子就是「真實」,並為辨識影子的規律而競逐榮譽。當一名因徒被釋放,轉身看到火光與實物時,他會感到刺眼與困惑;當他被強行拉出地穴,見到真實的太陽(善的理型)時,他才意識到過去所見皆是虛幻。當他回到地穴試圖喚醒同伴時,卻被同伴喇笑、排擠甚至威脅。

(名詞解釋) 2. 你觀察到班上學生深受短影音(如TikTok、Reels)與社群媒體演算法影響,普遍存在以下現象:同溫層極化:學生只接收與自己立場相近的觀點。認知表淺化:將15秒的短片視為「事實全部」,缺乏對背後邏輯的探究。情緒化反應:對異見容易產生即時性的憤怒與攻擊,而非理性對話。請結合柏拉圖「地穴寓言」(Allegory of the Cave)的核心精神,設計一節20分鐘的教學演示。必須包含以下三項要素: (1) 對譯轉化:將地穴元素(影子、火光、枷鎖、太陽)轉譯至當代數位生活。 (2) 流程設計:必須包含「入穴、轉身、出穴」三個層次。 (3) 核心目標:引發學生的「自覺」,使其意識到演算法對主體性的限制。

(名詞解釋) 1. 當前AI技術(如ChatGPT、Deepfake)不僅改變了學習模式,更衝擊了青少年對「真實自我」與「原創價值」的認知。請結合「人學探索」與「靈性修養」兩大素養,論述生命教育教師應如何引導學生在演算法時代中,重新尋回「身為人的獨特性」?

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1.部首「支」字,屬於六書的何者? (A)象形 (B)指事 (C)會意 (D)形聲

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