批判省思能力的培養：教師專業發展的重要課題

The Cultivation of Critical Thinking: An Important Issue in Teachers' Professional Development

許健將(Jen-Jang Sheu)

《教育科學期刊》 4卷2期 (2004/12) Pp. 1-18

https://doi.org/10.6388/JES.200412.0001

摘要

未來的教師必須具備知識、道德及批判思考的能力，方能迎接廿一世紀的學校挑戰。本文提出若干理論基礎與架構，藉以提昇師資培育過程中的批判性省思。批判性思考是一個多面向的建構，需要多面向的方法。我們在四個主要範疇所探討的每一個教學策略，都是設計來提升批判性思考的一個面向。杜威(1933)對教師屬性的概念強調運用種種方法來發展批判性思考技巧的重要性。「心胸開放」是一個特點，代表一個人能夠從各個角度來看一個議題，而這個屬性在研討講授中就能培養。「負責」的觀念是追求真理的責任並運用知識做正面的改變，此觀念藉著讓職前從事行動研究計劃就能達成。「全心全意投入」的目標就是以研究／實作的觀點發展自我批判的能力。省思札記的書寫及其他自我評量的方法可提供職前教師從事後設認知思考的機會，並將理論與實際相結合。本文所強調的方法，若是從事師資培育的老師們沒有事先注意到新進職前老師所具有之信念結構的話，並無法啟發學生複雜的思考方式。師資培育機構的老師有時會忘記職前老師進入師資培育課程時，大多帶著傳統的教學理念，沒有去質疑這些先備理念的結果是，將來他們很可能不會有明顯的理念改變。讓職前教師有機會去體驗認知上的不一致往往是透過建構式的教學及經驗，這種方式對永久改變許多職前老師的觀念其成功的機會是很高的。縱然我們不清楚是否所有的職前老師都能發展出批判性思考的能力，但我們清楚的是，若在師資培育機構的老師們同心協力下，再加上結構性的課程引導，讓職前老師的批判省思型態及層次有更深遠的轉變是可以期待的。

關鍵字

教師 ； 批判省思 ； 專業發展

並列摘要

People believe that teachers of the future must have the intellectual, moral, and critical thinking abilities to meet the challenges of 21st-century schools. This paper provides a rationale and framework to promote critical reflection in the preparation of teachers. Critical reflection is a multifaceted construct requiring a multifaceted approach. Each instructional strategy we examined in the four major categories is designed to promote one dimension of critical reflection. Dewey's (1933) notion of teacher attributes underscores the importance of using a variety of approaches to develop critical-thinking skills. Open-mindedness, a characteristic of a person's ability to look at all sides of an issue, is an attribute that seminar instruction can nurture. The notion of responsibility, a perceived duty to search for truth and use knowledge for positive change, may be achieved by engaging students in action research projects. The goal of wholeheartedness is to develop the capacity to look at ourselves critically in light of research/practice. Journal writing and other self-evaluative methods afford preservice teachers opportunities to engage in metacognitive thinking and make connections between theory and practice. The methods highlighted in this paper cannot induce complex thinking without teacher educators first attending to the belief structures of entering students. Teacher educators sometimes forget that teacher candidates enter programs with beliefs largely centered on traditional practice. The result of failing to challenge these early notions will likely be no discernible change of beliefs. Opportunities for cognitive dissonance, often achieved through constructivist teaching and experiences, have shown promise in more permanently altering the views of many novice teachers. We believe that the potential exists for most, if not all, teacher candidates to develop enhanced reflective abilities under the guidance of knowledgeable mentors. Although it is unclear if all students can develop the capacities for critical reflection, it is clear that a unified effort among teacher educators guided by structured curricula to promote critical reflection will make a difference in the type and level of reflectivity that novice teachers can achieve.

並列關鍵字

Teacher ； Critical reflection ； Profesional development

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