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題 名 | 資賦優異學生後設認知能力與批判思考能力關係之研究=The Study of the Relationships between Metacognitive Ability and Critical Thinking Ability of the Gifted Students |
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作 者 | 張昇鵬; | 書刊名 | 特殊教育研究學刊 |
卷 期 | 28 民94.03 |
頁 次 | 頁259-287 |
分類號 | 529.61 |
關鍵詞 | 資賦優異學生; 後設認知能力; 批判思考能力; Gifted students; Metacognitive ability; Critical thinking ability; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要在比較不同教育階段(國中與國小)、不同性別(男生與女生)的資優學生之後設認知能力及批判思考能力之差異;並分析探討後設認知和批判思考能力的相關,以做為進行後設認知能力與批判思考能力教學的參考依據。本研究以自編之後設認知測驗與批判思考測驗--第一級,進行研究:要利用二因子多變項變異數分析、典型相關與多元逐步迴歸進行考驗,研究結果顯示如下: 1.性別在後設認知能力的得分差異未達顯著水準,性別與教育階段在後設認知及批判思考能力得分上無交互作用存在,性別在後設認知及批判思考能力得分差異未達顯著水準,教育階段在後設認知及批判思考能力得分差異均未達顯著水準。2. 後設認知能力與批判思考能力具有典型相關:在兩個不同的能力中,共可以抽出五組典型因素,其中僅有一組達到.001的統計水準,其典型相關係數為.401;而另四組因素的的典型相關係數較小,未能達到顯著水準。在預測分析方面:資優學生的批判思考能力,預測後設認知之「整體」能力時,進入迴歸方程式的顯著變項,僅有「辨認假設」一個變項,其多元相關係數為.216;在後設認知能力預測批判思考之「整體」能力時,進入迴歸方程式的顯著變項,依序為後設策略之「自我偵測」與後設知識之「有關作業的知識」、「有關思考的知識」三個變項,其多元相關係數為.332。 本研究除對研究結果加以討論外,研究者並提出若干教學上的建議,與進一步之研究建議,以作為資賦優異學生設認知能力,與批判思考能力教學與研究之參考。 |
英文摘要 | The purpose of this study were to examine the discrepancies in metacognitive ability and critical thinking ability between gifted students in terms of their grade and gender. This study use two-way multivariate analysis of variance was applied to analyze the discrepancies in metacognitive ability and critical thinking ability. The main finding of this study were as follows: 1. Female gifted students and male gifted students don't have the differences in metacognitive abilities; junior high school gifted students superior to elementary school gifted students in part of their metacognitive abilities, junior high schools' and elementary schools' of female gifted students and male gifted students don't have interaction in metacognitive abilities. 2. (1). Junior high school gifted students were superior to elementary school gifted students in terms of all critical thinking; (2). Female students and male gifted students don't have the differences of critical thinking abilities; (3). Junior high schools' and elementary schools' of female gifted students and male gifted students don't have interaction in critical thinking abilities. 3. A Canonical Correlation existed between metacognitive ability and critical thinking abilities. 4. Metacognitive ability can be used to predict critical thinking abilities of gifted students. And critical thinking ability can be used to predict Metacognitive abilities of gifted students too. Further discussion was made on the basis of the these findings and some suggestions on teaching and future research were offered. |
本系統中英文摘要資訊取自各篇刊載內容。