提升師資生批判思考能力的師培課程設計之研究

Teacher Education Course Design for Improving Pre-service Teachers’ Critical Thinking Ability

社會愈趨複雜，批判思考是人們需要具備的能力之一，師資生是未來的教師，師資培育課程需要提供充分的訓練機會，以引領下一代學生有足夠能力理解社會。本研究以批判思考歷程為基礎，以具有意識形態的議題為教材內容，以結合課中知識理解與課後非同步討論的混成學習策略為教學活動，再以批判思考能力測驗為評量設計，整合設計一門提升批判思考能力之師培課程，再進行一個學期的教學，研究目的在於探討上述課程設計對於師資生的批判思考能力提升之情形，進而確認此課程設計的可行性。本研究根據既有的師培課程內容轉化與發展八個討論議題，並以準實驗研究法之不等組前後測設計進行探究，全程參與者包含實驗組31人和對照組35人，本研究針對實驗組八次的批判思考歷程內容進行等級分析，兩組再進行批判思考能力測驗之前後測對照比較。研究發現實驗組參與者在課中與課後內容的整合以及教育議題討論的參與下，其批判思考能力顯著提升。此課程設計具有合宜性，而建議師培教授在設計批判思考能力的課程時，議題內容選擇、混成學習策略以及符合認知思考歷程的教學活動流程是需要考慮的關鍵要素。

 

Due to complicated social lives, critical thinking is a critical capacity for people. The training of critical thinking is vital for teacher education students because they themselves will be teachers who can lead students to understand the complicated society. This study constructed a course design regarding critical thinking training based on critical thinking elements, consisting of ideological issues as instructional materials, blended learning with asynchronous dialogue as learning activities, and critical thinking quizzes as learning assessments. The above course was conducted for a semester, and the purpose of this study was to investigate teacher education students’ ability of critical thinking and to further identify the feasibility of the course design. A quasi-experimental design with a non-equivalent pre-test-post-test design was used to collect data about the rankings of the eight performances on critical thinking issues transformed from the content knowledge of the teacher education course for the experimental group and pre-test and post-test in critical thinking quizzes for the two groups. The experimental group contained 31 students, while the control group contained the other 35 students. This study concluded that the participants promoted their critical thinking ability through the integration of classroom delivery and asynchronous online communication. The course design of this study is feasible and recommended for teacher educators when considering the contents of ideological issues, the activities of blended learning, and the processes of teaching activities based on the transformation of critical thinking cognitive processes when designing a course regarding critical thinking.