本研究旨在探討生成式人工智慧快速發展下，具專業能動性的資深高中教師如何進行 AI 素養教學，並分析教師專業發展活動（Teacher Professional Development， TPD）對其教學實踐的支持與侷限。研究以四位不同學科背景的資深高中教師為對象，透過半結構式訪談、課堂觀察與教學文件進行質性分析。 研究發現，四位教師皆以學科本質、學生需求與專業判斷作為 AI 融入教學的基礎。他們將 AI 運用於備課、探究、表達與回饋，並強調 AI 應作為學習鷹架，而非取代學生思考的工具。有效的 TPD 能協助教師重新理解專業角色，並促進教學轉化；然而，現行 TPD 仍偏重工具操作，且缺乏分層、持續性與制度化支持。 本研究建議，未來 AI 教育政策與教師專業發展制度應重視教師的專業判斷、學科脈絡與持續性支持，以促進以學生學習為核心的 AI 素養教學。;This study explores how experienced senior high school teachers with professional agency implement artificial intelligence (AI) literacy education amid the rapid development of generative AI. It also examines the support and limitations of teacher professional development (TPD) in facilitating AI-integrated teaching practices. Four experienced senior high school teachers from different subject areas participated in the study. Qualitative data were collected through semi-structured interviews， classroom observations， and teaching documents. The findings indicate that the four teachers integrated AI into their teaching based on the nature of their subjects， students’ learning needs， and their own professional judgment. They used AI to support lesson preparation， inquiry-based learning， expression， and feedback. However， they emphasized that AI should serve as a learning scaffold rather than replace students’ independent thinking. Effective TPD helped teachers reconsider their professional roles and transform AI-related knowledge into classroom practices. Nevertheless， existing TPD programs remain overly focused on tool operation and lack differentiated， sustained， and institutionalized support. This study suggests that future AI education policies and TPD systems should place greater emphasis on teachers’ professional judgment， subject-specific contexts， and sustained support. Such efforts are essential for developing AI literacy education that remains centered on student learning.
