家政科批判思考教學實施成效之評估研究（I）

The Implementation and Effectiveness of Application of Critical Thinking in Home Economics Instruction

10.6384/CIQ.199901.0103

洪久賢(Jeou-Shyan Horng)；蔡長艷(Chang-Yen Tsai)；周淑玲(Shu-Ling Chou)

批判思考 ； 家政 ； 家政教育 ； 教學 ； Critical Thinking ； Teaching Strategy ； Home Economics Education ； Home Economics Instruction ； Home Economics

課程與教學

2卷1期（1999 / 01 / 01）

103 - 124+157-158

繁體中文

本研究旨在驗證批判思考教學方素之成效，探討其對學生批判思考能力及創造思考能力的影響；批判思考教學方案對師生教學行為的影響，及批判思考與學業成就的相關性。批判思考教學方案經學者專家審定後，進行實驗教學，並以批判思考量表及威廉斯創造力測驗為工具，以驗證實驗教學之成效，並進行質性分析。本研究之實驗對象為台北市立景美女高學生，實驗組一班47名，對照組一班46名，實驗組進行十二遇的批判思考教學。實施高中家政科批判思考教學方索，對提升實驗組學生的批判思考能力有顯著的成效。實驗組學生在批判思考測驗總分及推論分測驗的得分均顯著優於對照組。尤其對提升實驗組內低分組學生的批判思考能力有顯著的成效。實驗組與對照組學生的「威廉斯創造力測驗」分數皆有提升，但實驗組的進步不如對照組。批判思考能力與學業成就表現有顯著正相關。就實驗教學對師生教學行為而言，（一）班級氣氛由冷場、嚴肅，轉為活潑、開放；（二）學生的反應由被動、單一思考、無疑、堅持己見、注重具體的標準答案，進步為積極主動、多元辨證性思考、質疑與釋緩、能容多納異、真誠面對自己的思考，跳脫「自我中心」的思考模式。

The purposes of this study were to develop a critical thinking program (CPT) suitable for senior high students based on the theoretical framework and critical thinking teaching model, and by undergoing a 12-week teaching experiment to evaluate the effects of CTP instruction on senior high school students. The subjects of this study, totaling 93 students, were 11th grade students at Jin Meei Senior High School (Taipei). Among them, 47 were grouped as the experimental group and 46 as the control. Critical thinking ability and creative thinking ability were used as an index to evaluate the teaching effects. Critical Thinking Test and Williams Creativity Test were used as evaluation tools. After CTP instruction, the major results indicated the following: 1. There was significant improvement that could be found in students' critical thinking by using CTP instruction. Further analysis on the experimental method on the low-score team was significant, however, the improvement of medium- and high-score teams were less obvious. 2. Significant improvement could be found in students' creative thinking ability by using CTP instruction and general instruction. However, the improvement in the control group was higher than the experimental group. 3. There was significant positive correlation between critical thinking ability and academic achievement. Students with higher critical thinking ability, had higher academic achievement; while those with lower critical thinking ability, had lower academic achievement. 4. Great improvement could be found in the atmosphere of the classroom teacher-student interaction, and students' reaction by using CTP instruction. Suggestions based on the process and results of this study in the hope to serve as references for future improvement and research on education were proposed.

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   連結：
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