高中生批判思考能力相關因素之研究

A Study on Factors of Senior High School Studnets' Critical Thinking Ability

徐建國(Chien-Kuo Hsu)

《公民訓育學報》 8期 (1999/06) Pp. 457-505

https://doi.org/10.6231/CME.1999(8)19

摘要

本研究旨在探討高中生批判思考能力之相關因素，以及學業成就與其批判思考能力之關聯。本研究採用調查研究法，以台北市公私立高中學生為研究對象，以批判思考量表、基本資料調查表、家庭環境診斷測驗、學業性向測驗、學習與讀書策略量表為研究工具，抽取高中生1003名為有效樣本，進行實徵研究。調查所得資料分別採次數分配、百分比、平均數、標準差、t考驗、百分比同質性考驗、單因子變異數分析、皮爾遜積差相關、逐步多元迴歸分析等統計方法加以分析，比較人口變項、心理特質、家庭因素、自我學習情形、民主討論風氣不同之高中生，其批判思考能力之差異，並分析高中生批判思考能力與其學業成就之相關。最後，再探討各變項對批判思考能力之預測力，以及批判思考能力對其學業成就之預測力如何。本研究提獲致之主要發現如下：（一）女生之批判思考能力顯著優於男生。（二）三年級學生之批判思考能力顯著優於一、二年級學生。（三）不同類組學生之批判思考能力無顯著差異。但在分量表上，自然組學生的「演繹」能力顯著優於社會組學生；社會組學生的「論證的評鑑」能力顯著優於自然組學生。（四）學習能力與其批判思考能力有顯著正相關（相關係數.42）。（五）學習策略「良好」者，其批判思考能力顯著優於學習策略「不佳」者。（六）家庭環境不同者，其批判思考能力無顯著差異，但家庭文化狀況「良好」者，其批判思考能力顯著優於家庭文化狀況「欠佳」者。（七）父母親之管教態度與其批判思考能力無關，但父親採「民主」管教方式者，其論證的評鑑能力顯著優於採「放任」管教方式者。（八）「曾參加」思辯性社團者，其批判思考能力顯著優於「未曾參加」者。（九）每週閱讀課外書報時間「四小時以上」者，其批判思考能力顯著優於「未滿二小時」者。（十）收看（聽）新聞評論性節目時間多寡與其批判思考能力無關。（十一）語文科、自然科、社會科教師「經常」在課堂上與學生討論社會事件者，其學生之批判思考能力均顯著優於教師「從來沒有」探討者。（十二）和家人討論社會事件之頻率，與其批判思考能力無關。（十三）「經常」與同學、朋友討論社會事件者，其批判思考能力顯著優於「很少」討論者。但學生和社團成員討論社會事件之頻率，則與其批判思考能力無關。（十四）批判思考能力與其學業成就有顯著正相關。就學科而言，批判思考能力與國文科成績相關程度最高，餘依次為英文科、自然科、數學科，但與社會科成績則無關。（十五）學習能力、年級、教師在課堂上探討社會事件頻率及學習策略等變項，共可預測批判思考能力之23％。（十六）批判思考能力對其學業成就之預測力很低。依據研究結論提出下列建議：（一）對教育機關將批判思考列為各科教學主要目標、重視教師批判思考能力之培育、鼓勵製播優良時事評論性節目、各科加入批判思考教材、設立批判思考研究中心。（二）對教師培養學生基本學習能力、加強學生演繹及論證的評鑑能力、多與學生進行民主討論、重視批判思考能力之評量。（三）對家長提供良好文化環境、維持和諧家庭氣氛、採取民主管教方式、多與子女討論社會議題。（四）對高中生加強語文及數學基本能力之學習、採取積極有效之學習策略、主動參加思辯性社團、養成閱讀課外書報之習慣、促進與同儕討論社會議題之風氣。

並列摘要

The purpose of this study is to understand the critical thinking ability of students in senior high school and its relationship with students' academic achievements. Investigation method was used in the study. 1,003 students were selected as the subjects from public and private senior high schools in Taipei. Critical thinking appraisal, personal basic data list, family background analysis test, scholastic aptitude test, and learning and study strategies inventory were applied. The data of the enquiry were analyzed by the following methods: proportion, average, t-test, test of homogeneity of proportions, one-way analysis of variance, Pearson product-moment correlation, and stepwise regression analysis. Different students who are of various population, different mentality and family backgrounds, self-learning conditions, and different attitudes to discuss were made comparisons in order to realize the differentials of their critical thinking ability. Finally, this study would try to realize the prediction power of various items on the students' critical thinking ability, as well as the latter's prediction power on their academic achievements.The main findings of this study are as fallows:1. The female's critical thinking ability are better than the male's;2. The 12th grade students are better than the 10th and 11th grade students;3. There is no significant difference among students of various study groups. According to the appraisal of catalogues, the nature science group students have better ”deduction” ability than those of the social science group, while the latter have better ability on ”evaluation of argument” than the former;4. The students' learning ability is positively related to their critical thinking ability;5. Those who have excellent learning ability are better than those who have poor learning ability;6. There is no significant difference among different families, though the students from good culture background have better critical thinking ability than the students from poor culture background;7. There is no relationship between the students' critical thinking ability and their parents' attitudes;8. Those who had attended ”Debate association” have better critical thinking ability than those who never attended such activities;9. There is a relationship between the students' critical thinking ability and their reading time;10. The critical thinking ability is not related to watching comments programs on TV news or not;11. Students who frequently discuss social events in the languages, nature science and social science classes have better critical thinking ability than those who never discussed;12. There is no relationship between the students' critical thinking ability and the frequency of social events discussion among the students and their family members;13. Those who frequently discuss social events with friends and classmates have better critical thinking ability than those who less do it. There is no relationship between the students' critical thinking ability and the frequency of social events discussion among the students and their association's members;14. The students' critical thinking ability is positively related to their academic achievements. Different achievements have different proportions--Chinese is in high proportions, next is English, then nature science and mathematics. Achievement in social science subject is not related to any proportion;15. According to learning ability, grades, frequency of discussing social events and learning strategy, we can predict the students' critical thinking ability about 23%;16. The students' critical thinking ability predicts hardly their academic achievements.