教師的專業能力與培養大學生批判性思考技能之探究

A Study on Teachers Professional Competence and Fostering Critical Thinking Skills for University Students

大學教師的專業成長是高等教育機構成功運作的關鍵。大學培養高素質勞動力的能力有賴於教師的專業素養。隨著高等教育持續朝向更高的學術嚴謹性發展，培養學生的批判性思維能力仍是教育發展政策的核心焦點。批判性思維涉及挑戰慣常的思考模式，並對廣為接受的知識進行審慎評估。然而，要培養批判性思維能力，教師必須運用能促進學生智識自主的有效教學策略。
研究以「教師專業能力」與「批判性思維能力」之理論框架為基礎，探討如何運用Bloom’s Taxonomy批判性思維，並提供一套瞄準高階思維的實作設計與評量框架。此外，問題導向的教學模式-探究式學習（IBL）、問題導向學習（PBL）與專題導向學習（PjBL）被視為促進批判性思維的有效策略。綜觀相關文獻，這些教學法透過分階段探究（提問→調查→分析→評估）與真實情境的問題解決來對齊學習任務，從而推動批判性思維的養成。
本研究透過文獻檢閱與次級資料分析綜整近年研究，納入高等教育情境下IBL／PBL／PjBL與批判性思維之實證研究、後設分析與概念性論文。

University teachers' professional growth is fundamental to the successful management of higher education institutions. A university student’s ability to produce a skilled workforce depends on the expertise of its teachers. As higher education continues to evolve toward greater academic rigor, fostering critical thinking competency for students remains a key focus of educational development policy. Critical thinking involves challenging conventional thought patterns and critically evaluating widely accepted knowledge. However, cultivating critical thinking competency requires teachers to employ effective instructional strategies that promote students' intellectual autonomy. This study focused on analyzing teacher professional competence, critical thinking competency and how higher education teachers enhance university students' critical thinking skills. It is grounded in the theoretical frameworks of teachers' professional competence and critical thinking competency. The study found how Bloom’s Taxonomy can be used to teach critical thinking and provides a practical design and assessment framework for targeting higher-order thinking. Additionally, problem-oriented teaching methods as Inquiry-based learning (IBL), Problem-based learning (PBL), and Project-based learning (PjBL) have been proposed as effective strategies to promote critical thinking. Across the reviewed sources, these pedagogies promote critical thinking by aligning learning tasks through staged inquiry (questioning→investigation→analysis→evaluation) and real-world problem-solving. This study synthesizes recent literature through document review and secondary data analysis, integrating empirical studies, meta-analyses, and conceptual papers on IBL/PBL/PjBL and Critical thinking in higher education.