知識應基於真實— Knowledge is Reality-Based

《漫話細說ChatGPT：教學系列》
— 知識應基於真實

ChatGPT: Thinking Softly, Exploring Deeply — Teaching Series
Knowledge is Reality-Based

「知識應基於真實— knowledge is reality-based」 是不限於研究所碩博生做研究的理論依據，而是從小就要培養的教育與學習素養，如108課綱 (教育部，2014)。

因此，「知識應基於真實，而非僅止於討論 — 尤其在國中教育中，授與學生正確的知識至關重要」。

就目前爭議的議題： 1. 吐司藝司是先烤後畫或先畫後烤 (出自翰林出版)，2. 重複使用塑膠袋：Bali now uses its plastic bags again and again (出自康軒文教) 而言，在討論或議論之前，我們是否應深思要授與學生的「知識」是什麼？所根據的「真實」是什麼？

一、吐司藝術 (toast artwork)：

就此議題而言，我們要傳授學生：有關「吐司藝術」的「知識」及所根據的「真實」。於是，我提供學生我所依據的「真實」—「先烤再畫」和「先畫再烤」的文獻；學生也因此獲得有關吐司藝術兩種作法的「知識」。

反觀，本議題的出處 (翰林出版) 及後來改編的段考閱讀全文 (如附錄)。事實上，兩篇的「真實」(reality) 原本應是一致的。然卻因兩個句子的差異，卻造成兩種答案的爭議 (何故?)，也間接讓學生無法獲取正確的「知識」。

二、重複使用塑膠袋 (reuse plastic bags)：

此議題則要傳授學生：
1. 由Bali 的政策喚起「重複使用」塑膠袋的環保意識「知識」。

2. 然所根據的「真實」卻是 “Bali now uses its plastic bags again and again” (一再使用) (出自康軒文教)。「一再使用」並不等同於「重複使用」。若要符合七年級英文字彙等級的規範，則可改寫成 “Bali now uses each plastic bag again and again.” 。如此，”uses each plastic bag” 可表示「重複使用同一個塑膠袋」，或是課本同一頁 <Think and Check> 中：”Keep plastic bags and use them again and again”。

“plastic bags” 汎指塑膠袋，表示「所有塑膠袋」這類物品，無特別指定哪一個，因而 “use plastic bags again and again” 變成 ” 一再使用塑膠袋”。而 “each plastic bag” 則指「個別的每一個」塑膠袋，強調「每一個都被重複使用」，或是保留塑膠袋一再使用 “Keep plastic bags and use them again and again”。

因此，課文中「Bali now uses its plastic bags again and again」未能精確表達「真實」情況，學生所形成的「知識」則將失準。

附錄

【Toast Art is Fun — Dialogue Text】(A revised version of the passage from 翰林出版)

Lisa: Hey Sarah, do you want to do something fun with toast? You can make it with your children.
Sarah: Sure, what can we do?
Lisa: Toast art! It’s really easy.
Sarah: That sounds interesting. How do we make toast art?
Lisa: All you need is some bread, the spread like chocolate or jam, and a brush.
Sarah: Oh, I see. So, we spread the chocolate or jam on the bread and then put on it?
Lisa: Yes! You can draw some fun pictures with the spread.
Sarah: I’m sure children will enjoy making their own pictures.
Lisa: They can do and eat their artwork.
Sarah: I love the idea! I will do this at home with my children. Thanks for sharing (分享) this bread idea with me, Lisa!
Lisa: You’re welcome.

【Dialogue: Toast Art is Fun】(The original passage from 翰林出版)

Lisa: Hey Sarah, do you want to try something fun with toast?
You can make it with your kids.
Sarah: Sure, what can we do?
Lisa: Toast art! It’s a really easy and yummy snack.
Sarah: That sounds interesting. How do we make toast art?
Lisa: All you need is some bread, a spread like chocolate or jam, and a brush.
Sarah: Oh, I see. So, we spread the chocolate or jam on the bread and then paint on it?
Lisa: Yes! You can draw some fun pictures with the spread.
Lisa: And toast the bread before you paint it. It will taste better. [ (B) 先烤再畫］
Sarah: I’m sure kids will enjoy making their own pictures.
Lisa: You know the best part is that they can eat their artwork in the end.
Sarah: I love the idea! I will try this at home with my kids.
Thanks for sharing this snack idea with me, Lisa!
Lisa: You’re welcome.

English Version

“Knowledge is Reality-Based“

“Knowledge is Reality-Based” is not a principle limited to graduate-level research, but a fundamental educational and learning literacy that should be cultivated from an early age, as emphasized in the 2019 Curriculum Guidelines for Grades 1–12 (Ministry of Education, 2014).

Therefore, “Knowledge should be built upon reality, not merely through discussion or debate—particularly in junior high school education, where it is crucial to provide students with accurate knowledge.”

Let us examine two currently debated issues:

1. Whether toast artwork should be painted before or after toasting (as seen in a textbook published by Hanlin Publishing),
2. The reuse of plastic bags: “Bali now uses its plastic bags again and again” (from Kang Hsuan Educational Publishing).

Before engaging in discussion or debate, should we not first consider: What knowledge are we passing on to students? And what reality is that knowledge based upon?

I. Toast Artwork

In this case, we aim to teach students both the knowledge of how toast artwork is made and the facts on which that knowledge is based. Thus, I provide students with sources that support both “painting after toasting” and “painting before toasting.” From this, they acquire knowledge about the two approaches to toast artwork.

By contrast, the original reading from Hanlin Publishing and the later modified version used in a midterm exam (see appendix) should, in theory, convey the same reality. However, due to the differences in two key sentences, the text creates a debate over which answer is correct. Why did this happen? Because of this, students may not acquire accurate knowledge.

II. Reusing Plastic Bags

This issue is intended to teach students that:

1. The policy in Bali promotes environmental awareness and the knowledge of reusing plastic bags.
2. However, the reality stated in the textbook is: “Bali now uses its plastic bags again and again.”
   But “uses again and again” is not equivalent to “reuses.”

To align with Grade 7 vocabulary level, a better phrasing would be:
“Bali now uses each plastic bag again and again.”
This explicitly conveys the idea of reusing the same bag.

The phrase “plastic bags” refers generically to all plastic bags, with no specific reference.
In contrast, “each plastic bag” refers to individual bags, emphasizing that each one is being reused.

Therefore, the sentence in the textbook — “Bali now uses its plastic bags again and again” — fails to accurately convey the reality of the situation. As a result, the knowledge students acquire will be misaligned, undermining the goals of language learning and education.