高教工程大學部學生批判思考傾向與能力之精進：以電機系大學部課程為例

Refinement of Critical Thinking Tendency and Ability of College Students in Engineering: Electrical Engineering Undergraduate Course Case Study

本論文探討如何協助高教工程大學部學生提升其批判思考傾向與能力。現有批判思考教學之相關文獻中，大多為針對中小學的學生進行探究，關於高教領域尤其是工程領域學生的相關教學研究則是付之闕如，故本論文針對可有效提升高教工程大學部學生的批判思考傾向與能力之教學方法進行探討，並採用多元的學習成效評量工具以及量表評估成效。研究結果發現，課堂中教師與學生的問題引導與互動確實能有效提升學生的思考層次與課堂參與程度。除此之外，學生對課程乃至於對知識的好奇心也能透過教學策略與課堂互動模式有效地提高。

This study explores how to help university-level engineering students enhance their critical thinking tendencies and abilities. However, most of the existing literature on critical thinking instruction focuses on primary and secondary school students. There is little research on teaching critical thinking to students at university level, especially in the engineering field. In this study, we investigated teaching methods that can effectively enhance engineering students' critical thinking tendencies and abilities and used multiple learning effectiveness assessment tools and scales to evaluate their effectiveness. We found that teacher-student questioning and classroom interaction effectively enhanced students' thinking and participation in the classroom. In addition, students' curiosity about the curriculum and even knowledge was effectively enhanced through our teaching strategies and classroom interactions.