Workshops: 23 June 2026, Tuesday (AM)
Workshop (1) AI 賦能項目式學習：中小學語言教師實踐策略與工具 (09:00 - 10:30)
講者: 夏令 (西交利物浦大學（XJTLU）未來教育學院副教授，現任西浦未來學習中心（LIFE）主任)
授課語言：普通話
對象：中小學教師
地點：香港理工大學AG206室
主題摘要
本工作坊旨在幫助中小學語言教師掌握將生成式人工智能（GenAI）融入項目式學習（PBL）的實踐策略。通過真實課堂案例，參與者將探究大語言模型如何支持 PBL 各階段的教學：項目啟動前，利用 AI 生成驅動性問題與教學資源包；項目推進中，借助 AI 搭建學生探究支架、輔助書面表達；項目結束後，引導學生深度反思並設計評估工具。工作坊還將介紹有別于普通對話機器人的 AI 智能體應用，展示如何將 Coze 等工具配置為具有自定義角色、學科知識庫與自動化工作流的語言教學助手。
個人簡介
夏令（Angela Xia），西交利物浦大學（XJTLU）未來教育學院副教授，現任西浦未來學習中心（LIFE）主任。英國高等教育學會資深會士（SFHEA），美國康奈爾大學傳播學碩士。她擁有十餘年高校教學經驗，研究方向涵蓋 AI 素養教育、語言測試與技術支持的語言學習。Angela 曾任西浦語言學院教學副院長，在內地多所高校及中小學開展 AI 教師培訓工作坊，她對中英雙語教育環境有深厚積累，熟悉雙語教學生態。
Workshop (2) The Complete AI Toolkit for Language Teachers: Before, During, and After Class (09:00 - 10:30)
Speakers: Merve Bako and Ezgi Aydemir Altas (Instructors, Yildiz Technical University)
Medium of Instruction: English
Target Audience: Primary and Secondary School Teachers
Venue: BC402, The Hong Kong Polytechnic University
Abstract
This 90-minute hands-on workshop equips English language teachers with the practical skills, tools, and confidence needed to integrate AI meaningfully across the full teaching cycle: before, during, and after class. Rather than focusing on theory, the session adopts a highly interactive, “learn-by-doing” approach in which participants actively use AI tools to solve authentic classroom challenges.
In the first phase, participants will explore AI-powered strategies for efficient lesson preparation, including generating level-appropriate materials, adapting coursebook content, and designing engaging communicative tasks. In the second phase, the workshop will demonstrate practical techniques for using AI during lessons to increase student engagement, participation, and interaction through creative, personalized, and adaptive activities. In the final phase, participants will experience practical AI tools that streamline feedback and support assessment, enabling teachers to provide faster, more consistent, and more targeted responses to speaking and writing performance of the students. Participants will practice using these tools to generate constructive feedback, identify common learner errors, and manage evaluation more efficiently, reducing workload while improving the quality and effectiveness of their feedback processes.
Throughout the workshop, participants will build essential AI literacy by evaluating tools critically, writing effective prompts, and identifying pedagogically sound applications. By the end of the session, every participant will leave with a ready-to-use toolkit of concrete activities, workflows, and classroom routines that can be implemented immediately to enhance teaching effectiveness, reduce workload, and empower more autonomous language learning.
Bio
Merve Bako is an English language instructor and teacher trainer based in Istanbul. She holds a BA in Foreign Languages Education and an MA in TESOL. Since 2014, she has taught EAP at Yıldız Technical University. She delivers workshops on AI in ELT and presents internationally on innovative teaching and assessment practices.
Dr. Ezgi Aydemir Altaş is an EFL instructor and teacher educator with over 17 years of experience in tertiary and K–12 contexts. She specialises in AI-integrated language teaching, flipped learning, and educational technology, and presents internationally on innovative pedagogy, TPACK development, and sustainable technology integration in English language education.
Workshop (3) 生成式 AI 輔助中文科閱讀與文化教學的課堂設計工作坊【與Workshop（16）相同】 (09:00 - 10:30)
講者：張燕珠（香港中文大學高級講師）；何子朗、李余霞、黃弦慧（香港中文大學學生）
授課語言：粵語
對象：中小學中文科教師
地點：香港理工大學BC203室
主題摘要
本教學示範旨在回應人工智能（AI）時代對中文科學與教轉變的實際需要，展示如何將生成式AI素養有系統地融入中文科師資培訓，協助教師提升課堂設計的專業判斷，同時促進學生的閱讀理解與文化學習。示範聚焦生成式AI 在生成「文本情境式圖像」上的教學應用，探討此類圖像在支援學生理解語境、建構文本意象與提升閱讀動機上的教學效益。
首先，示範將選取現行中文科課文，展示教師如何運用具代表性的生成式 AI 圖像工具，生成與課文內容相符的情境畫面。參與者將共同評估這些圖像是否準確呈現課文內容要點，並討論其對學生在情境再現、細節掌握及主旨推論等不同理解層次的教學價值。同時，示範強調教師運用中文科專業知識修訂 AI 初稿，將一般生成圖像轉化為具語文指向與教學功能的AI 情境式圖像。
其後，示範將結合中華文化教學策略與生成式 AI 輔助與圖像工具，說明教師如何依照由具體到抽象的教學原則，引導學生理解課文中的中華文化內涵。教師可先從物質文化層面入手，運用AI輔助辨識和呈現課文中的具體文化元素，建立文化知識背景；再過渡至制度文化層面，探討相關習俗與社會意義；最後深化至精神文化層面，引導學生歸納作品所體現的價值觀與思想內涵。整個過程示範如何設計由物到理、由象入心的學習歷程，協助學生整合理解詩文中的景、情與理。
最後，示範將整理並提出一套具擴展性與可複製性的課堂教學流程與藍本，涵蓋生成式 AI 圖像的教學運用策略、課堂提問與語言引導原則，以配合中文科學習目標的教學應用框架，協助教師在不同年級與課題中靈活應用，推動生成式 AI 素養在中文科教育中的長期與可持續發展。
關鍵詞
生成式人工智慧（GenAI）；文本情境式圖像；閱讀理解；中華文化教學
個人簡介
張燕珠，現為香港中文大學課程與教學學系高級講師，從事中國語文教學及教師教育培訓與教研工作逾二十年，具豐富前線教學與教師專業發展經驗。近年研究興趣涵蓋中國語文教育、教師教育、中華文化教育、AI與中文教學等。
何子朗，畢業於香港中文大學中國語言及文學系，現為同校學位教師教育文憑（中文主修）全日制課程學生。曾為中學中文科教師。教學風格強調教師積極影響，學生自主選擇，以培養獨立、完整的個體為目標。
李余霞，現為香港中文大學教育學士（數學及數學教育）課程一年級學生。中學時期曾參加校際AI藝術創作大賽2024《數碼咏古》，利用AI重現詩詞意境。自此，熱衷於鑽研不同的AI軟件，在圖像生成的技術邏輯與Prompt設計技巧方面頗見心得。
黃弦慧，現為香港中文大學文學士（中國語文研究）及教育學士（中國語文教育）課程三年級學生。曾嘗試運用生成式人工智能輔助文學及文化策略教學。教學上期望以科技、互動等方式，讓學生感受文字的力量，走近古典、理解古人。
Workshop (4) 從提示詞到課堂：AI中文教學實戰工具箱 (11:00 - 12:30)
講者：牛毅（漢基國際學校教師）
授課語言：普通話
對象：幼稚園及中小學中文科教師
地點：香港理工大學AG206室
主題摘要
本工作坊以「做中學」為核心，為各個程度、各學段的教育工作者（含零基礎至中等水平者）打造一套可立即應用的 AI 教學工具箱。基於講者十八年跨文化教學經驗與教育科技產品研發背景，以及近兩年在香港、內地與歐美（含香港理工大學）近五十場實務分享的沉澱，參與者將在 90 分鐘內完成從理論到實踐的完整閉環，並獲得可直接上手的課堂資源與流程範本。
個人簡介
牛毅，香港教育局註冊教師，香港理工大學對外漢語碩士、香港大學PGDE。現任漢基國際學校IBMYP/IBDP中文教師，18年教學經驗橫跨北美、香港及內地。合著首部MYP中文教材《MYP語言與文學》，研發"牛小子AR智能漢字卡"獲2019亞洲國際創新發明金獎（全球500+學校採用）。2018年香港十大優秀青年教師，2025年當選香港理工大學傑出校友會成員。
Workshop (5) “The AI Escape Room”: Unlocking Language Learning with Artificial Intelligence (11:00 - 12:30)
Speaker: Alex Ching (Head of Learning Technologies, ELCHK Lutheran Academy)
Medium of Instruction: English
Target Audience: Primary and Secondary School Teachers
Venue: BC402, The Hong Kong Polytechnic University
Abstract
Artificial intelligence is rapidly reshaping language learning classrooms — from AI writing assistants and translation tools to conversational chatbots and automated feedback systems. But how can educators harness these tools without compromising authentic language development?
“The AI Escape Room: Unlocking Language Learning with Artificial Intelligence” is an interactive, gamified professional learning experience designed for ESL, EFL, and world language educators. Participants are immersed in a fictional “AI Language Lab” where they collaborate to solve a series of language-focused challenges. Each puzzle explores a critical issue in AI integration, including AI-assisted writing, translation ethics, oral proficiency development, creativity, student voice, and academic integrity.
Through hands-on analysis of student samples, AI-generated texts, and real-world classroom scenarios, educators critically examine when AI enhances language acquisition and when it risks replacing meaningful practice. The workshop balances innovation with pedagogy, grounding discussions in communicative competence, proficiency development, and equitable assessment.
Participants leave with practical classroom strategies, discussion protocols, and a framework for responsible AI integration that supports—not substitutes—student language growth.
This session is ideal for language teachers seeking to move beyond fear or hype and toward informed, ethical, and pedagogically sound use of AI in language learning.
Bio
Alex Ching is Head of Learning Technologies at ELCHK Lutheran Academy. An experienced IB educator, he has served as MYP and DP workshop leader, examiner, and curriculum contributor. With a background in STEM and learning technologies, he promotes innovation, learner agency, and technology integration in international education.
Workshop (6) Integrating Teacher, Peer, and AI Feedback in the Writing Classroom: From Contradictions to Coherence (11:00 - 12:30)
Speaker: Kai Guo (Research Assistant Professor, The Chinese University of Hong Kong)
Medium of Instruction: English
Target Audience: Primary and Secondary School Teachers
Venue: BC203, The Hong Kong Polytechnic University
Abstract
In today's language classrooms, students increasingly receive feedback from multiple sources—teachers, peers, and AI tools (e.g., ChatGPT, Grammarly). Yet integration is rarely straightforward. Teachers and students face contradictions: conflicting advice between peers and AI, mismatched criteria between teacher expectations and machine output, student over-reliance on automated corrections, and persistent teacher workload. Left unaddressed, these tensions can overwhelm learners and undermine feedback effectiveness. This 90-minute hands-on workshop helps educators transform these contradictions into engines of student learning. Drawing on recent research on multi-source feedback integration, participants will explore a practical framework for orchestrating teacher, peer, and AI feedback into a coherent developmental network through four interactive phases. The workshop begins with mapping the landscape, where participants collaboratively identify the distinct advantages and limitations of each feedback source. Next, in uncovering contradictions, participants analyse authentic scenarios where feedback conflicts, revealing opportunities for critical thinking and reflection. The third phase, building bridges with boundary practices, introduces concrete strategies that intentionally link feedback sources, such as sequencing and the use of shared tools. Finally, in designing your AI-integrated feedback network, participants work in small groups to create a model tailored to their own teaching context—one that deliberately integrates AI with human feedback. Participants will leave with a practical toolkit that turns conflicting feedback into deeper learning, greater student autonomy, and more manageable teacher workload.
Bio
Kai Guo is an RGC Junior Research Fellow and a Research Assistant Professor in the Department of Curriculum and Instruction at The Chinese University of Hong Kong. His research interests include technology-enhanced language learning and second language writing. He investigates how new technologies are transforming student learning. He has authored over 40 articles in SSCI Q1 journals. His recent publications have appeared in prestigious international journals such as Computers & Education, The Internet and Higher Education, British Journal of Educational Technology, Computer Assisted Language Learning, Interactive Learning Environments, Language Learning & Technology, Language Teaching Research, System, TESOL Quarterly, and Assessing Writing. Email: kaiguo@cuhk.edu.hk