推論與思辨課程整合之通識教育設計：教學策略對學生認知與學習評價之影響

Integrating Courses on Logical Reasoning and Speculative Reasoning in General Education: Instructional Strategies’Impact on Students’Cognitive Evaluation and Learning Assessment

本文呈現研究者探討推論與思辨課程整合之通識教育設計，探討學生在不同教學策略下對課程各個面向的認知評價。研究者利用狩野二維品質分析以及重要度—表現值分析，驗證並說明該特定兒童哲學教學教材對「思辨課程」之課程設計的品質要素認知評價。本研究說明該教材之運用對於教師表現兩面向以及課程合作學習三面向之認知評價有所影響。本研究提供兩點啟示，其一是通識課程設計應明確區分方法論課程與思辨課程，避免將兩者混用，並且要適當地使用教材與教學策略；其二是教材選擇與課程設計策略對學生學習成效與教師教學表現均具有關鍵作用。未來研究可進一步探討學生合作學習認知與教師表現之間的因果關係，以及教師主動融入合作學習素養對教學成效的影響。

This paper presents a study exploring the integration of logical and speculative reasoning courses into general education curriculum design at the university level, examining students’cognitive evaluations of various aspects of the curriculum with different instructional strategies. Using Kano’s two-dimensional quality analysis (Kano’s model) and importance-performance analysis (IPA), the researchers validated and illustrated the cognitive evaluation of the quality elements of various aspects of the“speculative reasoning”courses, as presented in these specific texts for teaching philosophy for children (P4C). This study demonstrates that strategic use of these texts influences the cognitive evaluation of two specific aspects of instructors’performance and three distinct aspects of cooperative learning. This research offers two key insights for educators: first, the planning of logical reasoning and speculative reasoning general education courses should clearly distinguish between methodology courses and speculative reasoning courses, avoiding their interchangeability, and appropriately utilise teaching materials and strategies; second, course materials selection and curriculum design strategies play crucial roles in both students’learning outcomes and instructors’performance level. Future research could further explore the causal relationship between students’understanding of cooperative learning and instructors’performance, as well as the impact of instructors’proactive integration of cooperative learning competence on overall teaching effectiveness.