探討網路互動中批判思考之理論架構

Crossing Cultural Boundaries of Chinese Students' Online Critical Thinking: From Theoretical Frameworks

10.29960/SIC.200806.0002

邱怡靜(Yi-Ching Chiu)

批判思考 ； 輔助網路互動 ； 社會建構主義 ； 解構主義 ； critical thinking ； social constructivist ； de-constructivist ； Confucius Heritage Culture ； facilitating online interactions

國際文化研究

4卷1期（2008 / 06 / 01）

31 - 60

繁體中文

隨著網路的普及，培養學生批判思考、分析、評量網路資訊的能力，對英語教學而言格外重要。研究顯示，在台灣有關網路上批判思考教學的教學關係的理論瞭解，與實務上的批判思考教學，仍然有所落差。本文旨在以社會建構主義及解構主義之理論，來探討教師在網路論壇中的角色，期以增進對網路上新師生關係之瞭解，並對實際輔助學生批判思考，提供教學之參考。

While the Internet has become widely-used among college students, how to cultivate students' critical thinking as they analyze and evaluate information online is an important issue teachers of Confucius Heritage Culture (CHC) background. Current research has revealed a gap between theoretical understanding of the teacher-students relationship and online critical thinking instruction to students. Due to the need of online social interactions and teacher's authority that needs de-construction, the purpose of this paper is to explore the role of teachers in online discussions based on social constructivist and de-constructivist theoretical frameworks. Within these parameters, the paper aims to broaden the understanding of a new student-teacher relationship to foster students' critical thinking in online interactions.

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