大專學生思考能力教學之成效研究

The Effects of Reasoning Skills Curriculum and Intervention on the Thinking Skills LearningAchievement for Students in Vocational Education Programs

巫銘昌(Ming-Chang Wu) ； 曾國鴻(Kuo-Hung Tseng) ； 劉威德(Weite Liu)

《課程與教學》 9卷3期 (2006/07) Pp. 103-119

https://doi.org/10.6384/CIQ.200607.0103

摘要

本研究之目的在於探討大專學生接受思考能力培育的課程與教學之後，其思考能力成長的效益。本研究採單一實驗組之教學實驗設計，針對國內中部地區一所專科學校高年級企業管理科學生，共102人。思考能力的評量可經由標準化的加州批判思考能力測驗、思考能力與態度之自陳量表、以及教師針對學生專題報告所給予的評量等三種方式進行之，以更多元而全面地探討主題。在一學期共十八週的思考能力培育課程中以十九種分項思考能力為主要內容，再適時融入具體的社會實例，以裨助學生理解和應用。研究結果顯示學生在標準化思考能力的整體表現與推論類能力的分項測驗上有所進步；此外，在教師評量學生的專題作業中也發現本實驗顯著提升學生思考能力的綜合表現；然而，本實驗卻未能改變學生對於自己思考能力與態度的自我評估。顯然，大專學生的思考能力可以經由適當的課程和教學法而獲得改善，至於影響學生自評思考能力與態度的因素，則有待進一步探討。

關鍵字

技職教育 ； 思考能力教學 ； 實驗研究

並列摘要

This study was conducted to identify the effects of reasoning skills curriculum and intervention on the reasoning skills achievement of students in the vocational education program, using criteria-oriented performance assessment, students' self-rating assessment, and teacher-rating assessment. A sample of 102 students enrolled in a Junior college located in the center of Taiwan was selected to receive the 18-week intervention for a semester. The data analysis indicated that this intervention significantly improved students' reasoning skills. Students' self-ratings on their reasoning skills and reasoning disposition became more conservative. Teacher-ratings were also significantly improved. Several conclusions and suggestions were finally provided for college education to improve students' reasoning skills.

並列關鍵字

Vocational and technical education ； Thinking skills teaching strategies ； Experimental study

參考文獻

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