師範生批判思考的相關因素及其教學效果之分析研究

本研究旨在探討影響師範生批判思考的相關因素，以及批判思考與學業成就之關係，並進而驗證批判思考之可教性及其教學成效。以國立高雄師範大學的各個學院、各學系、各年級學生475名為研究對象，進行批判思考之調查研究，並選取英語系二年級的兩班學生78名，進行批判思考策略教學實驗，結果得到下列幾項發現：(1)師範生的批判思考，因其性別之不同而有差異。(2)師範生的批判思考，不因其年級、學院別之不同而有差異。(3)師範生的批判思考，分因其人格特質、學習型態之不同而有差異，但大部分則不因其人格特質、學習型態之不同而有差異。(4)師範生的批判思考，因其認知型式之不同而有差異。(5)師範生的學業成就，因其批判思考之不同而有差異。(6)實驗組經過批判思考策略教學之後，其批判思考和學科成績比控制組有顯著的增進和進步。

The purpose of this study was to explore the related factors that influenced critical thinking， and the relationship between critical thinking and academic achievement， and to further testify whether critical thinking might be teachable and whether it might be effective in teaching. The subjects of this study were male and female students from national Kaohsiung Normal University. In the beginning， the critical thinking of normal university students was investigated. Then an experiment on critical thinking strategy teaching was done with English Department sophomores. The results of this study are stated as follows: 1.Critical thinking of normal university students differs according to the sex. 2.Critical thinking of normal university students do not differ according to the grade. 3.Critical thinking of normal university students do not differ according to the college. 4.Critical thinking of normal university students differs partly according to the personality， but most of the students do not differ in their critical thinking according to the personality. 5.Critical thinking of normal university students differs according to the cognitive style. 6.Critical thinking of normal university students differs partly according to the learning style， but most of the students do not differ in their critical thinking according to the learning style. 7.Academic achievement of normal university students differs according to the critical thinking. 8.Experimental-group students， after being taught the critical thinking strategies， show significantly greater promotion in their critical thinking than control-group students. 9.Experimental-group students， after being taught the critical thinking strategies， show significantly more increase in their course score than control-group students.