批判思考的培養──國際文憑教育知識理論課程為例

Critical Thinking Development: An Analysis of IBDP’s Theory of Knowledge Course

批判思考為21世紀期待學生培養的重要能力。有鑑於批判思考定義與取徑多元，許多教師對於批判思考可能有各自的做法，甚或是不確定批判思考的內涵。國際文憑教育（簡稱IB）致力於培養學生的思考能力，故設置知識理論（Theory of Knowledge）為核心課程之一。本研究爬梳知識建構的相關研究，進而評析三版本之IB知識理論課程指南。透過比較各版本間的知識本質、課程內容、評量異同，本研究發現自我反思是ToK課程革新重點，認知、後設認知、以及認識三層次則奠基學生抽象思考與批判思考能力。IB教育對於批判思考的培養不僅限於ToK課程，更擴及整體IB教育，這些教學設計都有助於學生長期的思考培養。最後，本研究也提出發展在一般教育系統中可進行批判思考的實務作法。

Critical thinking is an important competency for students and citizen in the 21th century, yet its varied definitions lead to diverse approaches in teaching and learning. To enhabce students’ students’ thinking ability, International Baccalaureate (IB) includes Theory of Knowledge (ToK) as a core course in its Diploma Programme. This study examined the evolutions of three versions of the ToK Guides that teachers use to understand how they prepare students for success in ToK assessments first implemented in 2008, 2015, and 2022. Additionally, this study reviews research on knowledge construction and the development of epistemic beliefs to provide a foundation for analyzing the ToK course’ role in fostering students’ critical thinking. The findings reveal that self-reflection is central to the ToK course’ evolution, while guidance at cognitive, meta-cognitive, and epistemic levels forming the basis for abstract and critical thinking. The study suggests that long-term critical thinking cultivation should extend beyond the TOK course to the broader IB education system. Finally, it offers pedagogical recommendations for educators in local education systems to support students’ critical thinking development.