臺灣博碩士論文加值系統

摘 要
教育目的主要在培養健全之人格，而許多研究也指出，個人批判思考能力的提升有助於此目標的達成。目前，即將推行的九年一貫新課程，在自然與科技領域中，強調總目標在於培養出具有「科學素養」的公民，而提升學生的「批判思考能力」，則是判別是否具有「科學素養」之重要指標。換言之，批判思考是教育的重要目的之一。
綜合國內外文獻，發現從事批判思考相關研究之學者大多以量化研究為主，探討各階段學生批判思考能力或成長情形如何？本研究希望透過教學現場之行動研究，探討與紀錄批判思考教學在國小四年級階段的可行性及教學歷程。
研究者依據批判思考內涵與相關教學理論，擬定一套批判思考討論機制。根據文獻探討將批判思考內涵分為批判思考傾向、批判思考能力兩個層面來作探討。前者分為「尋求真相」、「開放心靈」、「自我省思」、「自我信心」等四個向度，後者分為「與他人互動」、「問題釐清」、「資訊可信度之判斷」、「推論」等四個向度。
在教學的過程中，研究者以省思札記、現場錄影、學習日記、學習歷程單及半結構式訪談為研究工具，對於學生批判思考成長情形有更進一步的掌握。
教學研究後發現，批判思考討論機制可以有效提升教室內的對話，亦能落實以學生為主的批判思考教學，在批判思考傾向方面，「尋求真相」向度上，學生已能經由發問的機制，對議題作更進一步的探究。在「開放心靈」及「自我省思」兩個向度上，透過教學錄影的反省與觀察，可以有效的改善學生的批判思考態度。而學生的個人特質，是影響「自我信心」的主要因素，透過學習日記與事後訪談，可以有效瞭解並提升學生的自信。另外，在批判思考能力層面，批判思考討論機制可以改善學生「與他人互動」與「推論」的能力，提升學生參與度與對討論議題的聚焦。在「問題釐清」與「資訊可信度之判斷」方面，學生對於討論主題的原有認知架構與個人的個性、生活經驗是影響學童在這兩個向度表現的主要因素。
本研究提出以下幾點建議：
一、在提倡以學生為中心的教育改革風潮下，批判思考教學應融入現有教學課程中。
二、進行批判性思考教學時，應考量學生間之個別差異，給予適時的幫助。
三、教科書出版廠商可以在編寫教材內容或教學設計時，能配合批判思考議題的
擬定或教材的延伸。
四、教師進行評量時，應將學生的批判性學習歷程納入評量中，引導學生重視批
判思考教育，進而體認知識產生的本質，並以學習日記來作為師生間另一座
溝通的橋樑。
五、未來的研究可以發展出適合國小自然科各階段學童之批判思考問卷，並
透過質量並重的方式來進行研究，以期達到對學生的學習成效有更全面性的
瞭解。
六、建議後續研究者可以採較長期的研究時間觀察，並探討什麼因素會對學生的
批判思考產生干擾及這樣的教學模式與學習成就之間的關係為何？
關鍵字：批判思考傾向、批判思考能力、批判思考教學、行動研究、自然科

Abstract
The aim of education is to develop sound personality of civics. Many researches also point out that individual critical thinking can help achieve the goal. Nowadays, the new Nine-Year Integrating Curriculum, which will carry on in the science subject soon, emphasizes the development of scientific literacy. Critical thinking skills are important indicators to ensure whether students achieve scientific literacy. In other words, critical thinking is one of the important goals in education.
According to literature review, the researcher finds that most researches of critical thinking are quantitative studies with regards to how students’ critical thinking have been developed in each stage. However, this research is to discuss and record the feasibilities and processes of critical thinking teaching for the fourth graders by action research.
The researcher plans a set of critical thinking mechanism based on concepts of critical thinking and related teaching theories. The researcher selects “critical thinking disposition” and “critical thinking skills” as two factors of this research. The first factor can be divided as four aspects such as “Truth Seeking”, “Open Minded”, “Self Refraction”, and “Self Confidence”. The second factor can be divided as “Interaction with Others”, “Questions of Clarification”, “Information of Judgement ”, and “Inference”.
During the teaching process, the researcher has further understood about students’ critical thinking by the following five ways: feedback notes, tape recording, learning diary, learning process sheets, and semi-structured interview.
The results of this research show that the critical thinking mechanism developed by this research could efficiently increase the conversation in class and put students-centered critical thinking in practice. On the aspect of “truth seeking”, students can study more on topic issues by inquiry technique. On the aspects of “open-minded” and “self-refraction”, it can be efficiently improved by students’ reflection and review of classroom.Each student’s personality is the main factor influences self-confidence. In order to understand and increase the self-confidence of students, we take advantage of learning diary to record what and interview them afterwards. Besides, the critical thinking mechanism can improve their interaction with others and improve their skills in inference. Furthermore, it could promote students’ classroom participation and help students focus more on topic issuees. In terms of question-clarification and information judgment, students’ prior knowledge and personal experiences are two main influential factors.
This research proposes several suggestions as following:
1. Critical thinking should be integrated into the present teaching in the classroom under the trend of student-centered education revolution.
2. When conducting critical thinking teaching ,student’s individual differences must be taken into consideration, and some scaffolding for students when needed should be supported.
3. The publishers of textbooks should provide some material about critical thinking when textbooks are to be designed and developed.
4. While conducting assessment, students’ learning portfolio regarding to critical thinking should be considered. Secondly, teachers must guide students to appreciate the value of critical thinking in education and aware of the essence of knowledge. Thirdly, teachers can take good use on the learning diary as a communication vehicle between students and teachers.
5. Future research could develop critical thinking questionnaire for different stages of students. Meanwhile, quantitative combined with qualitative researches are encouraged to understand and examine students’ learning results better.
6. A longer period of research time is suggested. It is also important to look into more factors that interfere students’ learning in critical thinking environment. It is also suggested to investigate the relationship between the critical thinking teaching model and academic achievement
Keywords： critical thinking disposition, critical thinking skills, critical thinking teaching,
action research, science curriculum

目 錄
第一章 緒論......…….………………….…………………1
第一節 研究緣起與動機.……..……………………………...…..1
第二節 研究目的與待答問題.……………….…….….…………2
第三節 名詞解釋.…………….………………….…….…………3
第四節 研究範圍與限制. ……….…..……….…………..………4
第二章 文獻探討…………………………………………7
第一節 批判思考的內涵、行為特質與理論取向…..…………..7
第二節 批判思考教學之理論………………………..….………16
第三節 批判思考教學之實施………………………………..…26
第四節 批判思考與自然科教學…………………………….….33
第五節 行動研究與批判思考…………………………………..35
第三章 研究方法……………..…………………………37
第一節 研究設計理念與架構…………………………….….…37
第二節 研究對象…………………………………….……….…40
第三節 研究流程……………………………….…………….…40
第四節 研究工具與資料搜集…………………………………..42
第五節 資料分析………………………………………………..44
第四章 研究結果與發現………………..………………47
第一節 國小自然課批判思考之互動模式的建立………….…47
第二節 批判思考教學對學生批判思考傾向之影響………….59
第三節 批判思考教學對學生批判思考能力之影響……….…64
第四節 批判思考教學歷程中所遭遇之挑戰與解決之道…….70
第五節 批判思考教學活動後，教師所獲得之自我成長…….80
第五章 結論與建議……………………………………..85
第一節 結論……….…………………..………………….……85
第二節 建議.………………….…………………….……….…89
參考文獻……………………………..…………………………92
中文部分…………………...……………………………………...……...92
英文部分…………………………………………………...…………..…94
附錄…………….……………….………………………………97
表 目 次
表2-1 認知心理學取向與哲學取向批判思考比較一覽表…............15
表2-2 批判思考教學之實徵研究……………………………………17
表2-3 教學模式比較表……………………………..…...…...…...….25
表2-4 自然與科技領域課程目標及能力指標與批判思考向度對應表...34
表4-1 批判思考工作執掌表………………………………………...48
圖 目 次
圖2-1 批判思考內涵圖………………………………….…...…...…..9
圖3-1 研究架構圖………………………………………………...….39
圖3-2 研究流程圖………………..……………………...…...…...….41
圖3-3 研究流程與工具對應圖……………..…………………….….46
圖4-1 批判思考討論機制圖………………..…………………….….49
圖4-2 自然課小組座位圖…………………..…………………….….53

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