博物館活動單設計高層思考技能的探討

Museum Worksheet Design: A Study on High-level Thinking Skills

朱耀明

《科技博物》 5卷2期 (2001/03) Pp. 18-32

摘要

本文主要探討博物館活動單設計對於高層思考技能的考量，並以概念構圖的活動作為設計活動的思考範例。對於高層思考技能可分為記憶性思考(Reca11ing)、概化性思考(generalizing)、對焦性思考(focusing)、組織性考(organizing)、比較性思考(comparing)、分析性思考(analyzing)、評鑑性思考(evaluating)、綜合性思考(synthesizing)、演譯性思考(deducing)推論性思考(Inferring)及想像性思考(imagining)等十一類群。而各種思考的特質甚難區別，通常單一類群之思考技能也需使用到其他類群的思考技能，如組織性的思考可能也用到比較及記憶等思考技能。
對於運用高層思考技能的策略可採用問題解決、設計活動、下決策及概念圖構思來進行。因此，設計者可以針對博物館的參觀主題自行設計參觀活動撰寫活動單。對參觀博物館的活動設計可採用不同的學習策略，提供機會讓參觀者進行思考的活動，有助於思考技能的運用與學習。
為讓參觀者有機會進行思考的活動，活動單設計的考量可分為二個向度為活動單問題的思考及參觀活動階段的考量。問題的發問參照 Hooper 的建議分為五個階段(1)感官的探索；(2)討論與分析；(3)導引記憶、比較與分析(4)多元文化的思考；及(5)課程間的交互作用。經由不同的問題形式，可以讓參觀者運用不同的思考技能。活動階段的思考可分為參觀前、參觀中及參觀後等三個階段。參觀前著重先備知識的統整、興趣的激發；參觀中可強調對展品的探索、比較、記憶；參觀後則可安排回憶、比較、統整、推論、想像等活動“本文以概念圖的建構分三個階段加以說明實施的理念。概念圖的運用有助於參觀者建構知識體系，將參觀活動的概念能進一步納入自己的知識體中。建構的過程則為高層思考技能的多重運用，由概念的認識、概念的分類、標準的建立、比較、關係的找尋、歸納等等的活動，從架構圖推論與想像，進而產生新的知識。
本文之範例僅就活動提出構想，並未詳針對博物館之參觀展示進行細部之撰寫，如欲進行此活動，參觀活動單的設計仍需進一步具體化。

關鍵字

高層思考技能 ； 博物館 ； 活動單 ； 活動單設計 ； 概念圖

並列摘要

This paper explores the consideration of museum worksheet design as related to high-level thinking skills, and takes activities of concept-mapping as an example of worksheet design. High-level thinking skills are categorized into eleven groups: recalling, generalizing, focusing, organizing, comparing, analyzing, evaluating, synthesizing, deducing, inferring and imagining. The distinction among these categories is hard to draw. Usually one group of thinking skills needs to apply other groups of thinking skills as well. For example, in organizing skills, comparing and recalling might also be involved. Approaches applied to high-level thinking skills include problem solving, worksheet design, decision-making and concept-mapping. Therefore, designers plan out tour activities and write the worksheet for particular themes in the museum. Different learning approaches can be employed in various museum worksheet designs so as to provide opportunities for visitors to engage in different thinking activities, which are beneficial for the application and learning of thinking skills. In order to enable visitors to proceed with thinking activities, considerations for worksheet design can be classified as two directions: questions for the worksheet and visiting phases of the tour. The questions being asked can refer to Hooper’s suggestions and be divided into five stages: (1) sensory exploration; (2) discussion and analysis; (3) guided recalling, comparing and analyzing; (4) diverse cultural thinking; and (5) mutual collaboration among teaching lessons. Through various forms of questions, visitors can apply different thinking skills. Visiting phases of the tour include three stages: before the tour, during the tour, and after the tour. Before the tour, the focus is on the integration of pre-acquired knowledge and inspiration of interest. During the tour, the emphasis is on the exploration, comparison and remembering of exhibits. After the tour, activities of recalling, comparing, integrating and imagining can be arranged. This paper adopts the structure of concept-mapping to elaborate on the implementation of the concept with three stages. Application of concept-mapping helps visitors Construct knowledge system, and integrate the concept of tour activities into their own knowledge system. The process of construction is the multiple utilizations of high-level thinking skills. From the identification of concept, categorization of concept, establishment of criteria, comparison, search for relations and induction, through the inferring and imagining from concept-mapping, new knowledge is created. The example in this paper only provides ideas on the worksheet rather than describes in detail the procedure of museum tours. If the procedure is desired, design of tour worksheet should be further specified.