國小批判性思考教學模式及其在社會領域上的應用

黃俊斌

18.232.179.5，Hello！

Close
Search Quick Search Advanced Search Publication Search	Personal Service Member Login Searching History Use Bonus Card SYMSKAN
Browse Browse by University of Graduate Thesis Browse by Pinyin of Graduate Thesis Browse by Conference Proceedings Topic Browse by Conference Proceedings Publisher Browse by Pinyin of Conference Proceedings Browse by eBook Category Browse by eBook Topic Browse by eBook Publisher
Customer Services Authorize Airiti Recommend a Journal

Search Symbol (Half-width)	Description of Search Symbols
Space	"AND" indicates the intertwining of key terms used in a search
Double Quotation Marks ("") ( " " )	Double quotation marks indicate the beginning and end of a phrase, and the search will only include terms that appear in the same order of those within the quotations. Example: "image process" ： " image process "
?	Indicates a variable letter. Entering two ? will indicate two variable letters, and so on. Example: "Appl?", search results will yield apple, apply… e , appl y … ( (often used to English word searches) )
*	Indicates an unlimited number of variable letters to follow, from 1~n. Example: Enter "appl*", search results will yield apple, apples, apply, applied, application…(often used in English word searches) e , appl es , appl y , appl ied , appl ication … ( (often used to English word searches) )
AND、OR、NOT	Boolean logic combinations of key words is a skill used to expand or refine search parameters. (1) AND (1) AND: Refines search parameters (2) OR (2) OR: Expands search parameters (3) NOT: Excludes irrelevant parameters

DOI stands for Digital Object Identifier （ D igital O bject I dentifier ） ,
and is the unique identifier for objects on the internet. It can be used to create persistent link and to cite articles.

Using DOI as a persistent link

To create a persistent link, add「http://dx.doi.org/」「 http://dx.doi.org/ 」 before a DOI.
For instance, if the DOI of an article is 10.5297/ser.1201.002 , you can link persistently to the article by entering the following link in your browser: http://dx.doi.org/ 10.5297/ser.1201.002 。
The DOI link will always direct you to the most updated article page no matter how the publisher changes the document's position, avoiding errors when engaging in important research.

Cite a document with DOI

When citing references, you should also cite the DOI if the article has one. If your citation guideline does not include DOIs, you may cite the DOI link.

DOIs allow accurate citations, improve academic contents connections, and allow users to gain better experience across different platforms. Currently, there are more than 70 million DOIs registered for academic contents. If you want to understand more about DOI, please visit airiti DOI Registration （ doi.airiti.com ）。

Data Source

College of Education > Department of Education
Social Sciences > Education

Bibliography Management Tool

Related Links

Report an Issue

Search for full text in Holdings

There is no full-text available at the moment. Airiti would like to request author's authorization. I would like to provide authorization.

國小批判性思考教學模式及其在社會領域上的應用

The Critical Thinking Teaching Model and It’s Application to Social Study in the Elementary School

黃俊斌 , Ph.D　　Advisor：溫明麗　　

繁體中文

批判性思考；批判性思考教學；社會領域學業成績； critical thinking ； teaching of critical thinking ； social study achievement

Abstract │ Reference (205) │ Times Cited (5) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

Abstract
This study attempted to construct a critical thinking teaching model for social study in the elementary school , and was aimed to investigated effects of the constructed critical teaching model and social study academic achievement on students’ critical thinking performance in social study. Four sixth grade classes were selected from an elementary school in Kaohsiung City, with two class of 67 children as control group, and the other two class of 67 as experimental group, totally 134 samples. Social Study Critical Thinking Test were adopted as data-collecting instruments. A quasi-experimental design with pretest and posttest was adopted. Quantitative analyses included two-way ANCOVA and two-way MANCOVA statistical methods for testing hypothesis. For qualitative analyses, 6 cases  were selected from experimental group by sorting their social study academic scores and conducted classroom observation with them, to evaluate their developments of critical thinking abilities. The findings were as follows:
1. The critical thinking teaching model is more useful for improving critical thinking ability than ordinary teaching model. The experimental group was significantly better in total score than the control group. At high-level students of social study achievement, the experimental group was significantly better in question and emancipation score than the control group. At Low-level students of social study achievement, the experimental group was significantly better in emancipation and reconstruction score than the control group.
2. Abundant background knowledge is advantageous to students for learning critical thinking abilities. The high-level group on social study achievement was significantly better in total score than the high-level group. At control group, the high-level group on social study achievement was significantly better in reconstruction score than the low-level group.
3. The critical thinking teaching model is beneficial to raise student’s critical thinking quality. After accepting the critical thinking teaching model for social study, all cases could question about biases and faults in the opposition’s arguments; most cases could make reasonable arguments; most cases could correct improper standpoint and accommodate subject’s values; most cases could attempt to look after both sides’ values, and bring up ideas of problem-solving.
4.The originally constructed critical thinking teaching model should be partly revised.
Finally, the investigator gave recommendations for critical thinking teaching and the future research.

Reference ( 205 ) 〈TOP〉

邱文彬（2004）。大學生辯証性思考與成熟人際關係發展整體關聯之研究：必要非充要。師大學報，49（2），133-160。
連結：
周立勳、洪美齡、甄曉蘭（2003）。國小教師社會科教學信念及其相關因素之探討。教育研究資訊，11（4），25-26。
連結：
胡幼慧（1996）。質性研究。台北市：巨流圖書。
連結：
洪久賢、黃鳳雀（1996）。國中家政實施批判思考教學之策略。中等教育，47（5），3-18。
連結：
洪久賢、蔡長艷、周淑玲（1999）。家政科批判思考教學實施成效之評估研究（I）。課程與教學，2（1），103-124。
連結：

Times Cited (5) 〈TOP〉

Altmetrics

〈TOP〉

E-mail ：

When an article is available to download, a notice will be sent to your mailbox address.

E-mail ：