- 期刊
以情意及認知支持跨越文化邊際
Using Affective and Cognitive Support to Cross Cultural Boundaries
摘要
作者研究高等教育中特殊而重要的之議題，如何跨越文化邊際，以提升華人批判思考力。其重要性在於協助台灣學生克服文化上對同儕表達批判思考的困難，其獨特性在於以情感需求，作為輔助線上互動初期批判交流的基礎。本文源自於大學進階英文為外語閱讀課之研究結果。本研究旨在探討以情境及認知支持，來協助台灣英文為外語學生，跨越文化邊際，進而增進其線上批判思考之參與。本研究使用自發式線上討論，資料蒐集含：線上討論之分析、焦點團體及教師訪談。結果顯示多元的教學策略及輔導技巧得以 改變被動學習，以至能在線上評論挑戰，甚至面對面挑戰同儕。學生能在情意及認知支持中，更有動機參與批判思考。本文著墨於情意及認知支持的策略，以協助英文為外語之教師在啟動儒家傳統文化學習者線上批判之思考。
並列摘要
The writer offers a distinct and important contribution with regard to crossing Chinese cultural boundaries in the promotion of critical thinking at tertiary level. It is important because it offers a way to overcome the cultural reluctance of Taiwanese students to express criticism of the thinking even with their peers. It is distinct because it relies according to a rationale to facilitate online interactions as preliminary critical exchanges; with stress on affective needs. The paper results from a research study in a college-level advanced English as a Foreign Language (EFL) reading class. The purpose of the study was to explore the nature and potential of using affective and cognitive support in fostering Taiwanese EFL students' online critical participation to help cross cultural boundaries. The study integrated voluntary online discussion forums into an advanced English reading course in a foreign college in Taiwan. The data collection of this research included analysis of online discussion, focus groups, and teacher's interviews. The results indicate that diverse pedagogical strategies and facilitating skills are needed to help such students move from passive learning to challenge their peers online to face-to-face interactions. With affective and cognitive support, students can be better motivated for critical participation. The paper sheds light on affective and cognitive guidelines to assist EFL teachers in initiating critical online discussions with students whose background is a Confucian Heritage Culture.