隱喻模式應用於國中資優生批判思考教學成效之研究

The Effects of Critical-Thinking Insturction for the Gifted in Junior High School Via Metaphor Model

本研究旨在探討I vie (2001)所發展的隱喻模式(Metaphor: A Model For Teaching Critical Thinking)之融入課程（國文科）取向，對國中資優生批判思考教學之成效。研究方法包括實驗研究之量化分析與質性分析兩種。在實驗研究方面，分為實驗組(n=15)和控制組(n=15)，實驗教學期間為10週，使用評量工具為批判思考測驗（葉玉珠，2003）和批判思考意向量表（葉玉珠，1999）；所用的分析方法為單因子共變數分析。結果發現：隱喻模式之融入課程（國文科）取向，對國中資優生批判思考能力與部分批判思考意向有顯著性成效。在質性分析方面，則以觀察、深度訪談和文件分析為之，其結果為：(1)大部分的實驗組學生認為隱喻模式是有效的教學策略，並且認為自己在接受了隱喻模式教學後，在思考方式與態度上有了改變。唯少部分學生表示個人思考模式已定，較難於短期內有所改變。(2)多數的實驗組學生都認為隱喻模式最吸引人的是「層次六：隱喻」；然有少部分學生把吸引人的焦點置於活動的取決，表示喜歡透過多媒體教學，如看電影等方式來進行隱喻模式教學。

The main purpose of this study was to explore the effects of the infusion approach (in Chinese Literature) via metaphor model on improving the critical-thinking ability and dispositions of the gifted in junior high school. There were two groups in this study: the experimental group (n=15) and the control group (n=15). The length of taking metaphor model was 10 weeks. The employed instruments included the Critical-thinking Test-I (Yeh， 2000) and the Critical-thinking Dispositions Scale. The employed method was One-way ANCOVAs. The results revealed metaphor model was effective in improving the gifted students' critical-thinking ability and dispositions. Besides， the investigators observed， interviewed the experimental students， and analyzed the articles for deep and qualitative information. The qualitative information revealed that metaphor model was effective， charming， creative and needed life approach and relative pre-acquisition knowledge. Based on the finding of this study， some suggestions were made for facilitating the education of the gifted students in junior high school.