本研究旨在探討技術型高中學生人工智慧素養學習內涵與學習成效實證評量分析，透過相關文獻探討、專家會議與修正式Delphi調查法，發展「技術型高中學生人工智慧素養學習內涵」，建構規劃分成「人工智慧概念知識」、「人工智慧基礎知識」、「人工智慧基礎核心技術」、「人工智慧進階核心技術」、「人工智慧跨域應用」、「人工智慧社會發展」、「人工智慧倫理規範」等7個構面、24類別及60項學習內涵。
學習成效實證評量分析部分，分成前測評量表現、後測評量表現、參與人工智慧素養AIL國際認證測驗以及課程結束後實施課後問卷，研究問卷各構面之組合信度（CR）介於0.795至0.964，Cronbach´s α值介於 0.655至0.957符合內部一致性標準，平均變異數萃取量（AVE）值介於 0.497至 0.859之間，具有收斂效度及區別效度。研究對象為新北市公立技術型高中電機與電子群－電子科、資訊科學生，採用便利抽樣共530人參與，有效樣本數為471人，有效回收率為88.87%。
研究發現技術型高中學生人工智慧課程前測評量與後測評量，兩者Pearson相關係數為.402，具顯著中等相關；另後測評量與GLAD AIL國際認證測驗Pearson相關係數為.299，顯著趨近中等相關。此外，在結構路徑分析研究發現：課程規劃設計顯著正向影響與通過人工智慧素養AIL國際認證，後測評量表現顯著正向影響與通過人工智慧素養AIL國際認證，通過人工智慧素養AIL國際認證顯著正向影響對個人影響，以及對個人影響顯著正向影響與後續對他人的影響。
另本研究有關教師訪談調查部分，記錄學校實施人工智慧素養課程現況與具體建議，彙整作為教育主管機關與學校推動人工智慧教育之參考。

The purpose of this study is to investigate the connotation of AI literacy learning and the empirical evaluation of learning effectiveness of technical high school students. The plan is divided into 7 sections, 24 categories, and 60 learning contents, including "Artificial Intelligence Conceptual Knowledge", "Artificial Intelligence Basic Knowledge", "Artificial Intelligence Basic Core Technology", "Artificial Intelligence Advanced Core Technology", "Artificial Intelligence Cross-Domain Applications", "Artificial Intelligence Social Development", and "Artificial Intelligence Ethical Standards".
The empirical analysis of learning effectiveness was divided into pre-test performance, post-test performance, participation in the AIL international certification test, and post-course questionnaire after the course. The AVE values ranged from 0.497 to 0.859, with convergent validity and discriminant validity. A total of 530 students participated in the study by convenience sampling, with a valid sample size of 471 and a valid recall rate of 88.87%.
The findings of the study on the implementation of artificial intelligence literacy curriculum in Technical High Schools are as follows:
1.The study found that the Pearson correlation coefficient between the pre-test and the post-test of the artificial intelligence course for Technical High School students was .402, with a significant moderate correlation; and the Pearson correlation coefficient between the post-test and the GLAD AIL international certification test was .299, with a significant moderate correlation.
2.In the structural path analysis, it was found that the curriculum design had a significant positive impact on passing the AIL, the posttest measures had a significant positive impact on passing the AIL, the AIL had a significant positive impact on the individual, and the AIL had a significant positive impact on the individual and the subsequent impact on others.
3.In addition, the interview survey of teachers in this study recorded the current status and specific suggestions for the implementation of AI literacy curriculum in schools, which will be compiled as a reference for educational authorities and schools to promote AI education.

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