批判思考教學法應用於爭論性議題教學單元之行動研究——以高中公民與社會科為例

本研究主要是研究者在教學現場發現，學生對於社會議題的關心程度日漸提高，然而遇到爭論性議題時，常常容易因為片面資訊而無法完整的觀察議題全貌。因此研究者決定以爭論性議題為主軸，進行教學單元設計。本研究採取行動研究法，期望學生在教學單元實施之後，能提升對於爭論性議題的思考與判斷能力。同時，研究者將進一步分析高中生在行動研究實施之後，對於爭論性議題看法的變化程度。此外，透過批判思考教學法培養學生的思考傾向與能力，讓學生未來在面臨社會中極端的意見與訴求時，能觀察、瞭解議題的各個面向，並以包容、理性的態度處理議題，以對話與溝通，代替衝突與傷害。本研究將藉由研究者自編教材、錄影觀察紀錄、學生回饋單與學習單、觀課教師的非正式訪談紀錄、教學省思札記等質性資料，進行資料蒐集、分析與檢核。根據資料的搜集與分析。本研究發現如下：一、採用動態之教學設計歷程，透過反覆的修正，提升「批判思考教學法應用於爭論性議題」教學單元的適用性。二、設計教學單元時應以學生為主體，依據學生的學習需求與生活經驗進行設計，並以批判思考教學法等多元化之教學策略，發展出「批判思考教學法應用於爭論性議題」教學單元。三、經由「批判思考教學法融入爭論性議題」教學單元的實施，可以提升學生面對爭論性議題的判斷能力，讓學生站在不同角度思考議題。四、藉由實施「批判思考教學法融入爭論性議題」教學單元，有助於深化學生對爭論性議題的了解，提升學生的批判思考傾向與能力。五、透過行動研究歷程中的研究同儕對話與設計活化教學單元，有助於增強研究者發展課程時的思考邏輯與教學素材的取材能力。六、藉由行動研究歷程中的研究同儕議課與課後自我省思，可以有效察覺研究者的教學缺失，翻轉研究者固化的講述教學模式，並精進教學品質。最後，針對行動研究歷程中遇到的瓶頸與不足之處提出建議，期望讓日後從事後續研究者作為參考。

關鍵字

批判思考教學法；爭論性議題；行動研究； 108課綱

並列摘要

The researcher noticed that the students are paying more attention to social issues than ever in the teaching scene, and this research was therefore inspired. Yet, the students often fail to comprehensively perceive the controversial issues due to fragmented information. Therefore, the researcher aims at focusing on controversial issues and mapping out the teaching unit. The action research method is applied to improve the students’ critical thinking and judgment on controversial issues after the implementation of the teaching unit. Besides, methodologies centering on critical thinking are adopted to cultivate the students’ thinking disposition and skills, enabling them to observe and comprehend different aspects of a certain issue, cope with the issues with sympathy and rationality, and initiate conversation and communication instead of confrontation and assault when facing extreme opinions and pursuits from the society. The material used for this action research consisted of researcher’s self-designed teaching materials , teaching videos , student’s feedback and worksheets , classroom observer interviews transcripts and so on. According to the collection and analysis of the information ,The findings of this research are listed below: I. With revisions made over and over, the dynamic instructional design improves the teaching unit’s applicability of “methodologies centering critical thinking on controversial issues.” II. The implementation of the “methodologies centering critical thinking integrated with controversial issues” teaching unit improves the students’ judgment on controversial issues and enables them to reflect from different perspectives. III. The teaching units should be student-centered and designed based on the students’ learning needs and life experiences. Also, diverse teaching strategies such as methodologies centering on critical thinking should be adopted to develop the “methodologies centering critical thinking on controversial issues” teaching unit. IV. The implementation of the “methodologies centering critical thinking integrated with controversial issues” teaching unit deepens the students’ understanding of controversial issues and improves their thinking disposition and skills. V. Conversation with research peers and the design of activating teaching units in the action research process both facilitate the researcher with logical thinking and teaching material collecting skills when developing his or her teaching. VI. Peer discussion on teaching and after-class reflection in the action research process could effectively help the researcher realize his or her deficiency in teaching, reverse the researcher’s solidified lecturing styles, and enhance teaching quality. Last, the research also proposes suggestions on bottlenecks and inadequacies encountered in the action research process in the attempt of serving as a reference for follow-up researches.