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題 名 | 批判思考教學效果之研究=The Effects of Critical-Thinking Instruction for College Students |
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作 者 | 鄭英耀; 葉玉珠; | 書刊名 | 國立中山大學社會科學季刊 |
卷 期 | 2:1 民89.春 |
頁 次 | 頁127-142 |
專 輯 | 教育專題 |
分類號 | 521.426 |
關鍵詞 | 批判思考; 大學生; 教育心理學; 思考教學; Creative thinking; College student; Educational psychology; Critical-thinking instruction; Infusion; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討融入(infusion)學科取向之批判思考教學,對提昇大學生批判思考能力之效果。本研究以有兩組實驗組與兩組對照組。實驗組依接受實驗教學時間的長短分為實驗組(A)(n=48)與實驗組(B)(n=37)。實驗組(A)接受四週之實驗教學,而實驗組(B)則接受十二週之實驗教學。對照組(A)(n=50)接受四進之一般教學,對照組(B)(n=50)則接受十二週之一般教學。本研究所使用的評量工具包括:批判思考量表、生活態度問卷、教育時對理學試題;所用的分析方法包括單因子共變數分析及相依樣本t-test。結果發現:融入學科之批判思考教學對大學生批判思考能力之增進,未達顯著效果;惟大學生傾向喜好融入取向的上課方式。本研究並針對未來研究在評量工具、課程教學提出若干建議。 |
英文摘要 | The main purpose of this study was to explore the effects of the infusion approach of teaching on improving college students’ critical-thinking ability. Two experimental groups and two control groups participated in this study. The experimental groups were divided into Group A (n=48) and Group B (n=37) according to the length of taking the infusion approach of teaching. Group A had a four-week experimental instruction, while Group B had a twelve-week experimental instruction. Similarly, the control Group A (n=50) had a four –week normal instruction and the control Group B (n=50) had a twelve-week normal instruction. The employed instruments included the Critical Thinking Scale, the Questionnaire of Attitude toward Life, and test in educational psychology. The employed methods were One-way ANCOVAs and paired t-tests. The results revealed that the infusion-approach of teaching was not effective in improving the students’ critical –thinking ability. However, the students displayed a positive attitude toward the use of the infusion approach. Several suggestions for evaluation instruments, teaching, and curriculum design were proposed. |
本系統中英文摘要資訊取自各篇刊載內容。