臺灣博碩士論文加值系統

近年來，如何培養具有批判思考能力的學生為高等教育中最重要的議題之一，就商管學院之教學目標而言，是希望學生吸收各項功能領域的知識，發展個人在組織運作的團隊能力，並且可以用來解決實際的問題（柯承恩，2009）。因此，高等思考能力，如批判思考能力尤為重要。
根據過去研究顯示，以教師為中心的傳統講授教學方式，未著重培養發展學生的高等思考能力，相反地，以學生為中心的教學方式則強調且致力於提升學生高等思考能力，如批判思考或解決問題等能力，其中以翻轉教室(Flipped Classroom)教學法目前最受歡迎。
在探討國內相關文獻的後發現，國內目前鮮少應用翻轉教室於管理領域的實徵研究，本研究即致力於此，並探討翻轉教室是否有助於批判思考能力之提升，這在國內是嶄新的嘗試。本研究採用準實驗研究法，以某國立大學資管系必修課－組織行為作為研究學習內容，在18週課程中實施翻轉教室教學法，並以「批判思考測驗第二級」為主要衡量工具，分別於期初與期末實施前、後測。爾後，針對前、後測結果進行成對樣本t檢定與敘述統計等分析。
本研究結果發現翻轉教室教學法有助於大學生之批判能力之提升，本實驗受試者於「批判思考測驗第二級」之前後測結果具顯著提升，其中又以「辨認假設」與「解釋」提升效果最為顯著。

Over the past few decades, how to cultivate the ability of critical thinking is one of the most important issues in higher education. The learning objectives in business school, to name a few, include to help students to absorb cross-domain knowledge, to develop the ability of team work in an organisation, as well as to solve practical problems (Ko, 2009). Therefore, the ability of higher-order thinking, such as the ability of critical thinking, is definitely important.
According to related literatures, the traditional teaching method, that is, teacher-centred instruction, did not focus on cultivating students’ abilities in higher-order thinking. In contrast, the student-centred method put emphasis on strengthening solving problem abilities and critical thinking skills. The Flipped Classroom Pedagogy is among one of the most popular in this sort of teaching method.
In Taiwan, there were just few empirical researches which applied flipped classroom pedagogy in managerial courses. Therefore, this research explored whether the flipped classroom pedagogy could enhance students’ abilities of critical thinking or not. This research used the quasi-experimental research methodology on the “Organisation Behaviour” course. The course is a required course for junior students at the Management Information System Department of a National University in Northern Taiwan. The quasi-experiment lasted for 18 weeks. The Critical Thinking Test Level II(CTT-II) was employed as a main measurement tool to assess students’ critical thinking skills before and after the experiment. A paired-sample t-test statistics was calculated to evaluate the effectiveness of flipped classroom on students’ critical thinking skills.
This study found that there was a significant increase in critical thinking skills after the 18-week field experiment of flipped classroom. In specific, students have the most significant increase in the “assumptions identification” subtest and “interpretation” subtest. Implications conclude this study.

目 錄
摘要 I
ABSTRACT II
誌謝辭 IV
目 錄 V
表目錄 XI
圖目錄 XII
一、 緒論 1
1-1 研究背景 1
1-2 研究目的與動機 3
1-3 實驗流程 4
二、 文獻探討 5
2-1 翻轉教室 5
2-2 批判思考 9
2-3 個案教學 12
三、 研究方法 15
3-1 研究方法之選擇 15
3-2 實驗設計與流程 15
3-3 研究工具 18
四、 資料分析與討論 21
4-1 測驗結果分佈 21
4-2 與常模平均數之比較 26
4-3 成對樣本t檢定 28
4-4 男女生測驗結果分佈之比較 29
4-5 男女成對樣本t檢定 33
4-6 男女生與測驗常模之比較 34
五、 研究結論與討論 36
5-1 研究結論 36
5-2 研究貢獻 37
5-3 研究限制 38
5-4 未來建議 38
參考文獻 40
附錄一 48

中文文獻
王麗雲（民88）。個案教學法之理論與實施。課程與教學，2。117–134。
吳仁和（民98）。教學個案寫作方法與應用。台灣：前程文化。
柯承恩（民98）。個案教學與知識建構。商管科技季刊，10。395–402。
陳麗華，李涵鈺與林陳涌（民93）。國內批判思考測驗工具及其應用之分析。課程與教學，7。1–24。
黃政傑（民103）。翻轉教室的理念、問題與展望。臺灣教育評論月刊，3。161–186。
葉玉珠（民92）。批判思考測驗—第一級：指導手冊。台北市：心理出版社。
葉玉珠（民95）。網路學習融入師資培育課程對提升職前教師批判思考教學能力之探討(2/2) (國科會研究計畫 No. NSC94-2520-S-004-001-)。國立政治大學師資培育中心。
葉玉珠（民96）。數位學習融入大學生批判思考教學之策略。教育資料與研究，78。91–112。
葉玉珠，陳月梅，謝佳蓁與葉碧玲（民90）。「成人批判思考技巧測驗」之發展。測驗年刊，48。35–50。
劉常勇（民87）。臺灣本土企業個案集1：人力資源管理與組織行為。臺北市：華泰。
蔡俊彥與施文玲（民101）。以網路論證系統探究學生批判思考能力與論證歷程檔案之研究。全球商業經營管理學報，4。13–23。
 
英文文獻
Akyüz, H. İ., & Samsa, S. (2009). Critical thinking skills of preservice teachers in the blended learning environment. Journal of Human Sciences, 6(2), 538–550.
Amine Ayad. (2010). Critical thinking and business process improvement. Journal of Management Development, 29(6), 556–564. http://doi.org/10.1108/02621711011046521
Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
Arum, R., Cho, E., Kim, J., & Roksa, J. (2012). Documenting uncertain times: Postgraduate transitions of the academically adrift cohort. New York: Social Science Research Council.
Ash, K. (2012). Educators view “flipped” model with a more critical eye. Education Week, 32(2), s6-s7.
Bergmann, J., & Sams, A. (2012). Flip your classroom: reach every student in every class every day. International Society for Technology in Education.
Brooks, M., Lovett, J., & Creek, S. (2013). Developing B2B social communities: Keys to growth, innovation, and customer loyalty. Apress.
Chartrand, J., Ishikawa, H., & Flander, S. (2013). Critical thinking means business: Learn to apply and develop the new #1 workplace skill. Pearson Education.
Christensen, L. B. (2007). Experimental methodology (10th ed). Boston: Pearson/Allyn & Bacon.
Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970. http://doi.org/10.1119/1.1374249
Dewey, J. (1933). How we think: a restatement of the relation of reflective thinking to the educative process. D.C. Heath and company.
Facione, P. (1990). Critical thinking: a statement of expert consensus for purposes of educational assessment and instruction - the delphi report (No. ED 315 423). The California Academic Press.
Facione, P., Giancarlo, C., Facione, N., & Gainen, J. (1995). The disposition toward critical thinking. Journal of General Education, 44(1), 1–25.
Ferreri, S. P., & O’Connor, S. K. (2013). Redesign of a large lecture course into a small-group learning course. American Journal of Pharmaceutical Education, 77(1), article 13. http://doi.org/10.5688/ajpe77113
Fulton, K. P. (2012). 10 reasons to flip. Phi Delta Kappan, 94(2), 20–24. http://doi.org/10.1177/003172171209400205
Greenhalgh, A. M. (2007). Case method teaching as science and art a metaphoric approach and curricular application. Journal of Management Education, 31(2), 181–194. http://doi.org/10.1177/1052562906291306
Halpern, D. F. (2013). Thought and knowledge: An introduction to critical thinking (5 edition). New York: Psychology Press.
Herreid, C. F., & Schiller, N. A. (2013). Case study: Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62–67.
Hooks, B. (2010). Teaching critical thinking: Practical wisdom. Routledge.
Hughes, H. (2012). Introduction to flipping the college classroom. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2012 (pp. 2434-2438). Association for the Advancement of Computing in Education (AACE).
Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160–173. http://doi.org/10.1016/j.compedu.2014.05.009
Kong, S. C. (2015). An experience of a three-year study on the development of critical thinking skills in flipped secondary classrooms with pedagogical and technological support. Computers & Education, 89, 16–31. http://doi.org/10.1016/j.compedu.2015.08.017
Lampert, N. (2007). Critical thinking dispositions as an outcome of undergraduate education. The Journal of General Education, 56(1), 17–33.
Mazur, E. (1997). Peer instruction: A user’s manual. Prentice Hall.
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., Mumper, R. J. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236–243. http://doi.org/10.1097/ACM.0000000000000086
McNair, M. P. (1954). The case method at the Harvard Business School: Papers by present and past members of the faculty and staff. McGraw-Hill.
Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. Jossey-Bass Publishers.
Milsom, A., & Moran, K. (2015). From school counselor to counselor educator: A phenomenological study. Counselor Education and Supervision, 54(3), 203–220. http://doi.org/10.1002/ceas.12014
Moore, B. N., & Parker, R. (2011). Critical thinking. McGraw-Hill Education.
Morrison, C. D. (2014). From “sage on the stage” to “guide on the side”: A good start. International Journal for the Scholarship of Teaching and Learning, 8(1). http://doi.org/10.20429/ijsotl.2014.080104
Mucchielli, R. (1968). La méthode des cas: connaissance du problème, applications pratiques. Librairies Techniques.
Nagel, G. K. (1991). Case method: Its potential for training administrators. NASSP Bulletin, 75(539), 37–43. http://doi.org/10.1177/019263659107553908
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95. http://doi.org/10.1016/j.iheduc.2015.02.002
Paul, R., & Elder, L. (2001). The miniature guide to critical thinking: Concepts & tools. Foundation Critical Thinking.
Pierce, R., & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10), 196. http://doi.org/10.5688/ajpe7610196
Prober, C. G., & Khan, S. (2013). Medical education reimagined: A call to action. Academic Medicine, 88(10), 1407–1410. http://doi.org/10.1097/ACM.0b013e3182a368bd
Quitadamo, I. J., & Kurtz, M. J. (2007). Learning to improve: using writing to increase critical thinking performance in general education biology. CBE— Life Sciences Education, 6(2), 140–154. http://doi.org/10.1187/cbe.06-11-0203
Saadé, R. G., Morin, D., & Thomas, J. D. E. (2012). Critical thinking in E-learning environments. Computers in Human Behavior, 28(5), 1608–1617. http://doi.org/10.1016/j.chb.2012.03.025
Shapiro, B. P. (1988). What the hell is “market oriented”? Harvard Business Review, 66(6), 119-125.
Stolovitch, H. D., & Keeps, E. J. (1991). Selecting and writing case studies for improving human performance. Performance Improvement Quarterly, 4(1), 43–54. http://doi.org/10.1111/j.1937-8327.1991.tb00490.x
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193. http://doi.org/10.1007/s10984-012-9108-4
Yeh, Y.-C., & Yeh, Y.-C. (2009). Integrating e-learning into the direct-instruction model to enhance the effectiveness of critical-thinking instruction. Instructional Science: An International Journal of the Learning Sciences, 37(2), 185–203.

 
網路文獻
Bennett, B., Kern, J., Gudenrath, A., & McIntosh, P. (2011). The flipped class: what does a good one look like? Retrieved May 29, 2016, from http://www.thedailyriff.com/articles/the-flipped-class-what-does-a-good-one-look-like-692.php
EDUCAUSE Learning Initiative. (2012). 7 things you should know about flipped classrooms. Retrieved May 5, 2016, from https://library.educause.edu/~/media/files/library/2012/2/eli7081-pdf.pdf
Mazur, E. (2016). From questions to concepts: interactive teaching in physics. Retrieved Jan 21, 2016, from https://ed.ted.com/on/v08vSpCa
Taylor, M. (2010, September 13). Schools, businesses focus on critical thinking. Retrieved Jan 30, 2016, from http://www.wsj.com/articles/SB10001424052748703882304575466100773788806