批判思考與教學─以南部大學生為例

Critical thinking and teaching－College students’ perception

本研究是以南部某公立大學生為焦點團體訪談對象，了解大學生在大學受教過程 中，對於教師教學、批判思考等議題的主觀看法。研究結果發現：參與者認為學習較 多的課程是有系統、兼顧實作，理論與實例兼顧，以及認真、也要學生同樣認真的老 師。參與者認為激發其批判思考的條件包括：教師給予學生思考空間，教師須考量學 生立場、按部就班教學，也要給學生提問、釐清的空間，理論要與日常生活或實務結 合（或與學生的經驗結合），教師本身的吸引力要足夠，在課堂上可以彼此互動、激 發思考，甚至以小組方式進行討論。以及參與者定義「批判思考」包含有：不同與多 元思考、經常去質疑、與他人互動、内省與廣納不同。

This study is an attempt to investigate college students’ perceptions of instructors’ teaching， critical thinking and related issues. The data was collected via a focus-group discussion and the results showed: participants learned more from instructors whose courses were systematically arranged， theory and practice included， and with serious attitude; if a teacher spared students’ thinking space， considered students’ position (or status)， gave students opportunities to inquire and clarify， combined theories with daily life practice (or students’ experiences)， performed professionally， as well as interacted with students (or used group discussion)， these conditions pave the way for enhancing critical thinking atmosphere. The students defined “critical thinking” as: different and multiple thinking， inquiry， interaction with others， self-reflection and differences tolerance.