I. 中翻英 （共 1 題，占 10 分）
行政院長陳建仁 (Chien-jen Chen) 昨天表示：「打詐國家隊將在1個月內提出相關配套方案，以制止近期頻傳的假冒名人照片進行投資的網路詐騙行為。」

II. 英翻中（共 1 題，占 10 分） Despite Meta, the company formerly known as Facebook, losing billions of US dollars on its metaverse efforts, the idea of spending time in virtual online worlds is increasingly becoming part of the public consciousness, and the buzz is set to grow in

1. Based on the attached article, “Four Lessons from ChatGPT: Challenges and Opportunities for Educators”, please analyze the pros and cons of the incorporation of AI into the classroom. (占20分)Attached ArticleFour Lessons from ChatGPT: Challenges and Opportunities for Educators      The release of ChatGPT by OpenAI in late 2022 has drawn much attention to the increasing power of systems built using the latest developments of machine learning.      While ChatGPT is already the fourth iteration of the GPT technology (the first being announced in 2018), it has captured the attention of the media as well as the education community due to the quality of the text it can generate. This is magnified by its chat interface which makes it much easier to interact with the tool without any technical knowledge.      People from diverse backgrounds have pushed the limits and discovered many unexpected uses. The immediate concern (dating back to the release of GPT-2 in 2019) is the use of this technology for cheating. However, when we survey the published reflections on ChatGPT we see a more sober and even optimistic picture emerge.      What is clear, even at this early stage, is that ChatGPT offers an initial glimpse at the potential of this type of technology. It will take some time before we have a more concrete picture of the actual impact on teaching and assessment as new products, approaches and ways of working emerge around it.Lesson 1: ChatGPT does present a challenge to maintaining academic integrity, but this is neither new nor unique      The first question many people have asked is: “Can this tool be used to write a student’s essay for them?”. Even a brief engagement with ChatGPT will reveal the answer to be “yes” but with many qualifications. The system is designed to produce cohesive and plausible text, but it is not factual in the sense that we expect from a database search. It will intersperse accurate facts with fabrications that have come to be known as “hallucinations”      Nevertheless, it is not difficult to prompt the system to produce work that will not be easily identified as machine generated and will probably for the time being escape detection by plagiarism checkers such as Turnitin. As such, it is a possible tool for cheating.      However, as the reactions from the educator community indicate, this merely underscores the challenges of maintaining academic integrity rather than completely changing the situation.      A consensus seems to be emerging that educators can use the new challenge of ChatGPT and other AI text-generation tools as an opportunity to (re)design assessments that require students to demonstrate higher-order learning outcomes that draw on learning across the curriculum in order to achieve higher outcomes. The impetus is on designing assessments that provide robust academic challenge for students across a range of tasks, conditions and timings to support a flexible and inclusive suite of assessments.Lesson 2: ChatGPT is not just a chatbot but a useful tool for educators whose potentialis yet to be fully explored      To limit the discussion to how ChatGPT and other similar tools can be used to generate essays would be to ignore its other possibilities that can be used today.      ChatGPT can not only generate text, but also snippets of computer code in various languages, tables, lists, and even Excel formulas. All of these require editing and checking, but they can be a great time-saving device.      In fact, a new term has emerged in the last year since other similar tools have appeared called “prompt engineering” that describes the skill of formulating prompts in such a way that it produces useful results.      Given that this type of tool is brand new, and its possibilities not fully explored, it is not yet clear what all those skills are. What is certain is that those who will take the time to learn about the underlying principles of this tool will be best placed to take advantage of it.Lesson 3: ChatGPT is starting to be used as a tool for learning and we are still waitingto see how effective it may be      In all the concern about students using ChatGPT or other AI tools to cheat, it may be easy to forget that they can also use it to support their learning. It is too early to say with any confidence what the overall impact of this will be, but not too early to imagine real uses      Given that ChatGPT can be used for almost any language, language learning is one such use case. Within a week of ChatGPT’s release, translator Tom Gally started imagining the different ways language students can use it to help them learn. These include generating their own vocabulary quizzes, suggesting comprehension questions for a text in another language, comparing translations, etc. The results produced by ChatGPT are far from perfect but already show great promise.Lesson 4: ChatGPT is only one of many tools built on similar underlying technologiesin a rapidly changing field. It is too early to fully appreciate what the landscape will look likeeven one year from now      Despite its high profile, ChatGPT is neither completely new, nor the last development in the use of machine learning models (often referred to as Large Language Models or more generally foundation models). Despite its undisputed power and utility, ChatGPT is not a product but a “research preview” released by OpenAI to “to get users’ feedback and learn about its strengths and weaknesses”.      Finally, a very similar technology has already been productised in image generation, computer code, voice generation, etc. And we should also not forget that similar developments are slowly being incorporated into existing products by Microsoft and Google. Latest developments in dictation, text to speech or text prediction available in Microsoft products take advantage of earlier generations of similar technology and can be expected to continue to improve.      It is not clear yet what exact shape this new ecosystem of tools will take, and neither is it certain what future improvements we can expect. But it is without doubt that this technology has real uses and will continue to increase its presence in both our professional and personal lives.(Excerpted from: https://www.ctl.ox.ac.uk/article/four-lessons-from-chatgpt-challenges-andopportunities for-educators)

2. As a high school English teacher, do you think that schools should thoughtfully embrace ChatGPT as a teaching aid? Why or why not? As we are living in a world full of generative AI, what advice do you give to your students when they use these tools? How can we use these generative AI tools ethically and safely? Please elaborate your ideas and write a well-developed essay of 200 words. (占15分)

(1)可以擇一立場，也可以概括兩面綜述。

(2)可以參考上面話題討論紀錄的觀點，也可以發展自己的看法。

一、默書（10%）1. （                          ）；積不善之家，必有餘殃。

2. 蓋（                        ）；屈原放逐，乃賦《離騷》。

3. 微夫人之力不及此。（                      ），不仁。（                      ），不知。以亂易整，不武。吾其還也。

4. 一夫作難而七廟隳，身死人手，爲天下笑者，何也？（                      ）。

5. 君不見，青海頭，古來白骨無人收。（                      ）。

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