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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/97583


    Title: 中小學生批判思考與學業成績之相關研究
    Authors: 葉玉珠 ; 吳靜吉
    Keywords: 中小學生 ; 成績 ; 批判 ; 思考 ; 學業
    Date: 1992-08
    Issue Date: 2016-06-04 13:51:31 (UTC+8)
    Abstract: 本研究的主要目的是在探討批判思考與學業成績的關係，並根據研究結果提出建 議，以供批判思考教學及研究之參考。本研究以臺北市（城市）、臺北縣（市郊）及澎湖縣 （離島）之小學五年級、國中二年級及高中一年級學生為研究對象， 共抽取 15 校、24 班 、1022 人。主要的研究工具為「康乃爾批判思考測驗甲式」。 研究結果發現：（一）不論 小學、國中或高中，學生的智力均與批判思考有顯著正相關（小學：r=23, N=162, P<.01； 國中：r=.32, N=486, P<.001；高中：r=.14, N=299, P<.05 ）。（二）小學及國中學生的 批判思考與學業總成績有顯著淨相關（小學： r=.45, N=162, P<.001； 國中： r=.43, N=486, P<.001 ），但高中生的批判思考與學業總成績無顯著淨相關（ r=.11, N=299 ）。 在小學與國中部分，批判思考與國語、數學、自然及社會科學業成績均有顯著的淨相關，且 與自然及社會科成績的相關較高（小學：自然科：r=.44, N=162, P<.001；社會科：r=.45, N=162, P<.001。 國中：自然科：r=.47, N=486, P<.001；社會科：r=.40, N=486, P<.001 ）。高中生的批判思考則僅與自然科學業成績有顯著淨相關（ N=299, r=.21, P<.001 ）。 （三）在小學及國中部分，排除智力的影響後，批判思考仍與學業總成績（小學：F=27.83, df= （ 2,160 ）；國中：F=36.36, df= （ 2, 486 ））及各科學業成績有顯著相關（小學 ：Wilk`s Lambda=.74, P<.001；國中：Wilk`s Lambda=.83, P<.001 ）； 即批判思考的分 數愈高的小學生及國中生，其學業總成績及各科學業成績愈高。然而，在高中部分，排除智 力的影響後，批判思考與學業總成績及各科學業成績的相關則不顯著（ Wilk`s Lambsa=.98 ）；即批判思考能力不同的高中生，在學業總成績及各科學業成績上的表現並沒有顯著差異 。
    The purposes of this study were to investigate the relationship between critical thinking and academic achievement as well as to make some suggestions based on this investigation. Elementary (N=237), junior high (N=486) and senior high (N=299) school students from rural (Penhu County), subruban (Taipei County) and urban (Taipei City) areas were administered the Cornell Critical Thinking Test, Level X (CCT-X). The results were as follows: (1) There was a significantly positive correlation between intelligence quotient and critical thinking at all grade levels (elementary school: N=162, r=.23, P<.01; junior high school: N=486, r=.32, P<.001; senior high school: N=299, r=.14, P<.05). (2)There was a significant correlation between critical thinking and total academic achievement among elementary school students (N=162, r=.45, P<.001) and junior high school students (N=486, r=.43, P<.001). (3) There were significant correlations between critical thinking and all subject achievements among elementary school students and junior high school students, especially in natural science (elementary school: N=162, r=.44, P<.001; junior high school: N=486, r=.47, P<.001) and social science (elementary school: N=162, r=.45, P<.001=; junior high school: N=486, r=.40, P<.001) while the only significant correlation between critical thinking and natural science was found among high school students (N=299, r=.21, P<.001). (4)Academic achievement was significantly correlated to critical thinking among elementary school students (Wilk`s Lambda=.74, df=(2, 159), P<.001) and junior high school students (Wilk`s Lambda=.83, df=(2, 483), P<.001) while it was not among senior high school students (Wilk`s Lambda=.98, df=(2, 296)).
    Relation: 教育與心理研究, 15,79-100
    Journal of Education & Psychology
    Data Type: article
    Appears in Collections:[Journal of Education ＆ Psychology] Journal Articles

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