網路健康資訊之批判思考技能發展之方案規畫研究

A Study of Program Design to Enhance Critical Thinking Skills toward Internet Health Information

本研究主要目的在針對中小學教師，發展一個教學活動方案，提升其對網路健康資訊的批判思考技能，並透過實地教學實驗了解其成效。以中小學教師為主的成人團體為研究對象，共25 位，年齡分布於28 歲至55 歲之間，大部分為女性。
參考了Ennis 批判思考教學模式，本研究以澄清、診斷、練習與評鑑等階段來規畫教學活動。本研究以網路流傳頻率高且受詴者關心的議題為主，每隔一週上課，共計九次活動。本研究摘錄網路健康資訊，並經專家審定後，作為研究材料，提供師生閱讀與討論之文本，以了解受詴者批判思考技能運作與改變情形。此外，以「批判思考能力測驗第二級」為前後測工具，了解其學習成效。
研究發現，在澄清與診斷階段中，受詴者運用較多的批判思考技能是「質疑」、「論證評鑑」與「比較」，經由教學者於課程中不斷地強調「論證評鑑」、「證據」的重要性，從練習階段開始，「證據」與「論證評鑑」的使用頻率開始增加。此外，後測分數大為提升，受詴者在論證評鑑、辨認假設與歸納的技能上，皆有明顯的進步，顯示了批判思考技能培訓方案的教學成效。本研究未來需繼續加強與專業社群的互動，透過轉化學習的歷程，以促進辨認假設的覺知，進而運作高層次的批判思考。

The purpose of this study is to develop the instructional program for teachers to enhance their critical thinking skills. Furthermore, field experiment is applied to evaluate the effectiveness of the program.
The subjects for this study are 25 teachers from primary and secondary schools.The program is implemented following Ennis„s instructional stages: clarification, diagnosis, practice and evaluation. In order to understand the subjects‟ operation of critical thinking skills, online health information is excerpted and examined by experts as research materials to provide subjects for reading and discussion. In addition, "second-level critical thinking ability test" is adopted as the tool for preand post- test to evaluate the effectiveness of the program.
The study finds that during the diagnostic phase, the subjects use more critical thinking skills such as "questioning", "argument evaluation" and "Comparison". However, the subjects start to use more thinking skills such as " evidence searching" and " argument evaluation" during the practice phase. In addition, a significant difference is found in post-test scores, and subjects make more progress in argument evaluation, assumptions identification and logical reasoning. The findings show the effectiveness of the critical thinking skills training program. This study suggests the need to strengthen the interaction with the professional community, and through the transformative learning process to promote the awareness of identifying assumptions, and then to enhance the operation of the higher level critical thinking skills.