同儕提問對英語實習教師批判性思考表現之成效

The Effects of Peer-Questioning on EFL Student Teachers’ Critical Thinking Performance

莊雅雯(Ya-Wun Jhuang)

指導教授 ： 廖恩崇

中原大學/人文與教育學院/應用外語研究所/碩士(2015年)

https://doi.org/10.6840/CYCU.2015.00091

摘要

本研究目的在於探討如何提升未來英文教師更具有批判性思考，在線上非同時討論板上，學習有策略性的詰問技巧是否能提升個人批判性思考之表現。過去許多研究提到批判性思考在教育上的重要性；同時，研究提到線上討論對於批判性思考發展之成效。然而，對於線上詰問技巧對批判性思考成效卻不多見，因此，本研究探討同儕詰問技巧是否能有效提升未來英語教師的批判性思考之行為和態度。同時，探討個人的批判性思考之態度是否會影響其批判性思考的行為表現。
本研究對象為十位在北台灣主修英語的碩士生，在三個不同小組中，進行每週一次的非即時線上討論，根據每週實習教學的錄影，進行小組詰問以及討論。本研究透過對話分析來分析實驗對象的批判性思考行為，同時，採用葉玉珠教授發表的批判性思考情意量表，分析實驗對象對於批判性思考的態度。研究資料包括線上討論對話內容，批判性思考情意量表結果，以及一對一訪問內容，研究結果如下。
一、 實驗者的批判性思考行為確實提升但是不明顯。
二、 經過十三週的線上提問及討論，實驗者的批判性思考態度沒有太大改變。
三、 經過十三週的線上提問及討論，實驗者的詰問技巧進步提升。
四、 有效的同儕提問，讓實驗者懂得澄清問題，澄清屬於批判性思考行為，此思考行為明顯進步。
五、 所有實驗者都有開放的心胸接受不同資訊，但是不是所有實現者都懂得澄清問題。
結論，同儕線上提問確實能提升批判性思考行為，同時批判性思考行為應該要長期研究才能有更精確明顯的研究發現，因為批判性思考行為很複雜且多層次。

關鍵字

批判性思考態度 ； 蘇格拉底詰問法 ； 同儕提問 ； 批判性思考 ； 批判性思考技巧

並列摘要

The purpose of this study aims at facilitating student teachers’ critical thinking performance with questioning techniques in asynchronous online discussion. Many studies have emphasized the importance of critical thinking in education, and meanwhile, others also investigated the effects of online discussions on critical thinking development. However, studies to explore the effects of questioning techniques on critical thinking performance in asynchronous peer-discussion are not much to state. Therefore, through peer-questioning in asynchronous peer-discussion, this study aims at improving EFL student teachers’ critical thinking behaviors, critical thinking attitudes, and at investigating whether critical thinking attitudes relates to critical thinking behaviors. In addition, this study also attempted to investigate the effects of peer-questioning on critical thinking performance in asynchronous online discussion.
The participants were 10 English majors at a graduate program in Northern Taiwan. The participants were divided into three groups and received an assignment that requires them to make regular contributions to the asynchronous online discussion supported by i-Learning. Each time the participants discussed different teaching issues in terms of the video prompt for a week. Content analysis was used to exam the participants’ critical thinking performance and questioning techniques. The attitude questionnaire, Yeh’s (1999) Inventory of Critical Thinking Disposition (ICTD) was also conducted to investigate the participants’ critical thinking attitudes. Data includes the online discourse, the responses to the questionnaire, and the interview transcripts.
The major findings of this study are summarized as following:
(1) Student teachers’ critical thinking behaviors got improved but not in depth.
(2) Student teachers’ critical thinking attitudes did not get improved after participating in asynchronous peer-discussion.
(3) Student teachers’ questioning techniques got improved after participating in asynchronous peer-discussion.
(4) The development of peer-questioning significantly helped student teachers facilitate their clarification-related behavior in critical thinking processes.
(5) All student teachers were open-minded but not all of them engaged in clarification-related behavior.
In conclusion, the findings reveal that the development of peer-questioning significantly helped student teachers improve their critical thinking performance. Also, the development of critical thinking performance should be investigated in a long run since it is complex and could be investigated in different levels. Last, the pedagogical implications, limitations and suggestions for future study were presented.

並列關鍵字

peer-questioning ； Socratic questioning ； critical thinking attitudes ； critical thinking skills ； critical thinking

參考文獻

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