AILit · Teacher Guide
AI Literacy Typology · Student v1.1

老師指引：把測試放上學校網頁 Teacher Guide: Putting the Quiz on Your School Page

這份指引教你如何在學校主頁、班級網站或通告中，放上「AI 使用人格」學生版測試的連結，並顯示一張漂亮的預覽卡。全程不需要寫程式。 This guide shows you how to add the student AI-literacy quiz to a school homepage, class site, or newsletter — with a nice preview card. No coding required.

最快的方法The Fastest Way

大部分網站系統，只要貼上下面這條網址，就會自動生成預覽卡。 On most website builders, simply pasting the link below will auto-generate a preview card.

https://placid-tulip-ddqk.here.now/
原理：這條網址已內建社交預覽資料（標題、說明、橫幅圖），WordPress、Notion、Squarespace 等系統會在伺服器端讀取並自動砌出預覽卡。詳見下方「方法一」。 Why it works: the link already carries social-preview metadata (title, description, banner image). Builders like WordPress, Notion and Squarespace read it server-side and build the card for you. See “Path 1” below.

為什麼不用 iframe 直接嵌入？Why Not Embed With an iframe?

很多老師會想用 iframe（內嵌視窗）把整個測試「框」進學校網頁。這在本平台行不通：寄存服務 here.now 會回傳一個保安標頭 x-frame-options: SAMEORIGIN，明確禁止其他網域用 iframe 載入本站。結果只會見到一個空白或被擋的方框。 Many teachers try to “frame” the whole quiz into a school page with an iframe. That does not work here: the host (here.now) returns a security header, x-frame-options: SAMEORIGIN, which forbids other domains from loading the site in an iframe. You would only see a blank or blocked box.

建議做法：改用「連結 + 預覽卡」。學生點一下就會在新分頁打開測試，體驗反而更完整（手機分享、加到主畫面、語言切換都正常運作）。 Recommended instead: use a “link + preview card.” Students tap once and the quiz opens in a new tab — a fuller experience, with mobile sharing, add-to-home-screen and language switching all working normally.

1方法一：用網站系統內建的「連結預覽」Path 1: Use Your Builder’s Built-in Link Preview

逐個平台的做法如下。標示 ✅ 直接得 的平台會在伺服器端讀取預覽資料，貼上網址即成；標示 ❌ iframe 被擋 的，請改用連結按鈕或下方「方法二」的卡片碼。 Steps per platform are below. Platforms marked ✅ works directly read the preview server-side, so pasting the URL is enough. Those marked ❌ iframe blocked need a link button or the Path 2 card snippet instead.

平台Platform 怎樣做How to do it 結果Result
WordPress 在 Gutenberg 編輯器，把網址單獨佔一行貼上（或加一個「Embed」區塊貼網址）。In the Gutenberg editor, paste the URL on its own line (or add an “Embed” block and paste the URL). ✅ 自動生成連結預覽卡Auto preview card
Squarespace 加一個「Link」區塊，或在文字中貼上網址並開啟連結預覽。Add a “Link” block, or paste the URL in text with link preview enabled. ✅ 顯示標題 + 縮圖Title + thumbnail card
Notion 輸入 /bookmark，貼上網址，選「Create bookmark」。Type /bookmark, paste the URL, choose “Create bookmark.” ✅ 生成書籤卡Bookmark card
Wix 「Embed a Site」用的是 iframe，會被擋。改用「按鈕／連結」指向網址，或用 HTML embed 元素貼下方「方法二」卡片碼。“Embed a Site” uses an iframe and will be blocked. Use a “button / link” to the URL, or an HTML embed element with the Path 2 snippet below. ❌ iframe 被擋；連結／手工卡 ✅iframe blocked; link / manual card ✅
Google Sites 「插入 → 嵌入 → 以網址嵌入」走 iframe，同樣被擋。改用「插入 → 連結」做按鈕，或用「嵌入 → 內嵌程式碼」貼方法二卡片碼。“Insert → Embed → By URL” uses an iframe and is also blocked. Use “Insert → Link” for a button, or “Embed → Embed code” with the Path 2 snippet. ❌ iframe 被擋；連結／手工卡 ✅iframe blocked; link / manual card ✅

2方法二：手工 OG 風格預覽卡（可貼任何 HTML 編輯器）Path 2: Hand-Pasted OG-Style Card (Any HTML Editor)

如果你的平台不會自動生成預覽，或想完全掌控外觀，可以複製下面這段卡片碼，貼進任何接受 HTML 的地方（CMS 的「自訂 HTML / 內嵌程式碼」區塊）。全部用內嵌樣式，貼上即用。 If your platform won’t auto-generate a preview, or you want full control of the look, copy the card snippet below and paste it into any HTML field (a “Custom HTML / Embed code” block). It uses inline styles, so it works as-is. 


    


    

      小提示：卡片中的標題與說明，與目前線上社交預覽一致（「你是哪一種 AI 使用人格？（學生版）」）。如日後主站措辭更新，記得一併更新此卡片文字。
      Tip: the card’s title and description match the current live social preview (“你是哪一種 AI 使用人格？（學生版）”). If the main site’s wording changes later, remember to update this card’s text too.
    

  


  


  
  

    
圖示（icon）用法Using the Icons

    

      如果你想在連結清單放個小圖示，或讓學生把測試「加到主畫面」，可以取用以下圖示。全部已隨網站發佈。
      If you want a small icon in a link list, or to let students “add to home screen,” use the icons below. All are published with the site.
    

    
  


  


  
  

    
橫幅圖（OG banner）用法Using the OG Banner

    

      社交平台分享時的自動橫幅已內建。若你想在電郵、通告或簡報中放一張橫幅，可直接取用這個檔。
      The social-share banner is built in for auto-unfurl. If you want a banner for an email, newsletter or slide, use this file directly.
    

    
  


  

    
列印與課室分發Print & Classroom Distribution

    

      想在課室、壁報或家長日即場分享？下面兩個 QR 碼可右擊儲存、印成 A4 貼堂，學生用手機一掃即到，毋須抄網址。
      Want to share in class, on a notice board, or at a parents’ day? Save either QR below, print it on A4, and students can scan with a phone to open it instantly — no typing a URL.
    

    

      

        QR code linking to the student quiz home page
        

          學生測驗（掃碼即玩）Student quiz (scan to play)
        

      

      

        QR code linking to this teacher guide
        

          本老師指引This teacher guide
        

      

    

    

      建議用法：把「學生測驗」QR 印大貼堂或投影，全班同步掃碼開始；「老師指引」QR 方便你轉發俾同事。兩個 QR 均釘死於固定網址，永久有效。
      Suggested use: print or project the “student quiz” QR so the whole class can scan and start together; the “teacher guide” QR is handy for forwarding to colleagues. Both QR codes point to fixed permanent URLs and stay valid.
    

  


  


  
  

    
課堂使用建議Using It in Class

    

      這個測驗適合作為一節課的暖身或討論活動。以下提供一個 15–20 分鐘的流程、每個維度的中性討論題、一個不需後台的紙本統計玩法，以及給老師與家長的常見問題。
      The quiz works well as a warm-up or discussion activity for one lesson. Below is a 15–20 minute flow, neutral discussion prompts for each dimension, an offline paper tally game that needs no backend, and an FAQ for teachers and parents.
    


    
一、15–20 分鐘課堂流程1. A 15–20 Minute Lesson Flow

    

      
        

          時間Time
          環節Step
          做甚麼What happens
        

      
      
        

          ~2 min
          開場Set up
          投影或派發「學生測驗」QR，說明這是自我認識工具，不是考試，答案沒有對錯。Project or hand out the “student quiz” QR. Explain that this is a self-knowledge tool, not a test — there are no right or wrong answers.
        

        

          ~5–8 min
          各自作答Take the quiz
          學生用手機或平板掃碼作答 24 題。全程在自己裝置上運行，毋須登入。Students scan and answer the 24 questions on their own phone or tablet. It runs entirely on their device, with no login.
        

        

          ~3 min
          記下結果Note the result
          請學生記下自己的 4 字代碼與動物角色，讀一讀角色的強項與成長方向。Ask students to note their 4-letter code and animal persona, and read their strengths and growth areas.
        

        

          ~5–7 min
          分組討論Group talk
          二至四人一組，用下方「中性討論題」互相交流，比較異同。In groups of two to four, use the neutral prompts below to compare and contrast.
        

        

          ~2 min
          收束Wrap up
          重申 16 個角色沒有高下之分，重點是認識自己、尊重差異。Reaffirm that none of the 16 personas is better than another — the point is self-awareness and respecting differences.
        

      
    


    
二、每個維度的中性討論題2. Neutral Discussion Prompts by Dimension

    

      測驗由四條光譜組成，每條光譜的兩端都是合理的取向，沒有哪一端比較好。以下討論題刻意保持中立，引導學生說出自己傾向哪一端、在甚麼情況下。
      The quiz has four spectrums; both ends of each are valid, with neither being better. These prompts stay deliberately neutral, inviting students to say which end they lean toward and when.
    

    

      
        

          維度（兩端）Dimension (two ends)
          討論題Prompt
        

      
      
        

          認知取向
想知道 AI「如何運作」／想知道 AI「能做甚麼」Cognition
how AI works / what AI can do		
          面對一個 AI 工具，你比較想弄清它背後的原理，還是先看它實際能幫你完成甚麼？兩種取向各在甚麼時候派上用場？With a new AI tool, do you first want to understand how it works, or first see what it can do for you? When is each approach useful?
        

        

          判斷模式
先查證／先接受採用Judgement
verify first / adopt first		
          當 AI 給你一個答案，你傾向先查證，還是先試用？在哪些情境下，哪一種做法比較合適？When AI gives you an answer, do you tend to verify it first or try it first? In which situations does each fit better?
        

        

          倫理立場
先想公平對錯／先想效益用途Ethics
fairness first / usefulness first		
          使用 AI 時，你會先考慮它公不公平、對不對，還是先考慮它有沒有用、值不值得？兩種考量可以怎樣並存？When using AI, do you first weigh whether it is fair and right, or whether it is useful and worthwhile? How might both considerations coexist?
        

        

          創造姿態
親手創造／善用現成Making
create by hand / use what exists		
          你比較享受親手做出新東西，還是善用現成工具把事情做好？可以各舉一件最近的例子嗎？Do you enjoy making something new by hand, or making good use of ready-made tools? Can you give a recent example of each?
        

      
    

    

      帶討論小提示：鼓勵學生說「我傾向這一端，因為⋯⋯」，而不是判斷哪一端才「正確」。同組出現不同代碼，正好用來示範多元與互補。
      Facilitation tip: encourage “I lean this way because…” rather than judging which end is “correct.” Different codes within a group are a chance to model diversity and complementarity.
    


    
三、紙本班級統計玩法（不需後台）3. Offline Class Tally (No Backend)

    

      平台不收集也不回傳作答資料，所以班級分佈要靠課室內的離線方式即場統計。以下兩個玩法任選其一。
      The platform neither collects nor sends any answers, so a class distribution is tallied offline in the room. Pick either game below.
    

    

      
        

          玩法Game
          做法How
        

      
      
        

          舉手統計Show of hands
          逐條光譜提問（例：「你這條偏 T 還是偏 P？」），學生舉手，老師在黑板用「正」字記數，四條光譜統計完即見全班傾向。Ask about each spectrum in turn (e.g. “Are you more T or more P here?”), students raise hands, and tally on the board. After four spectrums the class leaning is visible.
        

        

          貼紙牆Sticker wall
          在壁報或白板列出 16 個代碼（或 16 隻動物），每人把一張貼紙貼到自己的代碼上，一眼看到班上的角色分佈。List the 16 codes (or 16 animals) on a board; each student places one sticker on their own code, making the class spread visible at a glance.
        

      
    

    

      解讀提示：分佈本身沒有「標準答案」。可以引導學生觀察：班上哪些取向較常見、哪些較少見，以及不同取向如何在小組合作中互補。
      Reading the result: the distribution has no “correct” shape. Invite students to notice which leanings are common or rare in the class, and how different leanings complement one another in group work.
    


    
四、老師與家長常見問題4. FAQ for Teachers & Parents

    

      問：這個測驗準確嗎？結果是定論嗎？
答：這是自我反思的起點，並非臨床或學術評估工具。題目的心理計量信度未經正式驗證，結果也會隨心情與情境變化，請當作打開話題的工具，而不是為學生「定型」。
      Q: Is the quiz accurate? Is the result definitive?
A: It is a starting point for reflection, not a clinical or academic assessment. The questions’ psychometric reliability has not been formally validated, and results shift with mood and context — treat it as a conversation opener, not a way to label a student.
    

    

      問：會收集學生的個人資料或私隱嗎？
答：全程沒有登入、沒有帳號、沒有 cookie、沒有後台。測驗在學生自己的裝置上運行，作答結果只留在該部裝置，老師與平台都看不到個別答案；網站只有匿名的整體瀏覽量統計。
      Q: Does it collect students’ personal data or privacy?
A: There is no login, no account, no cookie, and no backend. The quiz runs on the student’s own device and answers stay on that device — neither teacher nor platform sees individual responses; the site keeps only anonymous, aggregate view counts.
    

    

      問：有沒有「最好」的角色？
答：16 個角色沒有高下之分，每個都有自己的強項與成長方向。測驗的目的，是給學生一套詞彙去描述自己如何學習與使用 AI。
      Q: Is there a “best” persona?
A: None of the 16 personas ranks above another; each has its own strengths and growth areas. The goal is to give students vocabulary for describing how they learn and use AI.
    

    

      問：學生做完之後可以怎樣跟進？
答：用上面的討論題引導反思，鼓勵學生比較異同、尊重差異。不需要因為結果而改變對學生的評價或分組。
      Q: How can we follow up after students finish?
A: Use the prompts above to guide reflection, encouraging students to compare, contrast and respect differences. There is no need to change how you assess or group a student based on the result.