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| Title: | 知識翻新活動融入國文課程對國中生批判性思考能力之影響
Integrating Knowledge-Building Activities into Chinese Class: Effects on Junior High School Students' Critical Thinking Abilities |
| Authors: | 黃浿程
Huang, Pei-Cheng |
| Contributors: | 洪煌堯
Hong, Huang-Yao
黃浿程
Huang, Pei-Cheng |
| Keywords: | 批判性思考
知識翻新
知識論壇
語文教育
想法品質
投入度
Critical thinking
Knowledge building
Knowledge forum
Language education
Idea quality
Engagement |
| Date: | 2025 |
| Issue Date: | 2025-07-01 14:14:13 (UTC+8) |
| Abstract: | 科技飛躍式進步，近年來人類社會型態瞬息萬變，具備自主學習、資訊整合及獨立思考能力，以解決當今面臨的問題，已然成為新世代關鍵能力，解決問題所需之「批判性思考」能力更是重要指標。隨著108課綱的實施，國文科強調素養導向，國中國文課程亦試圖在此變化中，做出重要調整，更重視語文教育作為與社會溝通、互動之橋梁和文化載體的意涵，旨在培養學生語言溝通與理性思辨能力，為學生奠定適性發展與終身學習的基礎。
本研究旨在探討以知識翻新理論為基礎的教學設計，對國中生批判性思考能力之影響。為此，本研究結合知識論壇（Knowledge Forum）平台之知識翻新教學活動，透過「問題導向閱讀」、「想法分享與改進」、「同儕回應與討論」等三大階段，引導學生在平台上進行閱讀、筆記創建與互動討論，以促進深度思考與知識共構。本研究採用行動研究法，研究對象為29名臺北市某公立國中七年級學生，進行為期一學期的教學實踐歷程。透過葉玉珠（1999）之「批判思考意向量表」進行前、後測驗，以了解學生批判思考能力的變化；分析方法採量化與質性混合，不僅透過量化統計分析探討學生批判性思考能力的變化與相關性，亦結合質性資料（如學生學習心得與筆記內容及回應等互動歷程）進行補充詮釋，以更全面理解學生在知識建構歷程中的學習表現與思維轉變。
研究結果發現，學生之批判性思考能力在教學介入後有顯著提升。然而，批判性思考能力進步幅度與學生在知識論壇的投入度與想法品質未達顯著相關，但學生的整體投入行為與其筆記內容品質，與批判性思考後測表現呈現顯著正相關。表示積極參與平台互動並產出高品質想法，有助於提升學生的思辨能力與批判性思考表現，對國中語文課程的教學實務具備重要參考價值。
As a result of the rapidly developing technology, human society has experienced remarkable transformations over the recent past. In order to adapt to such changes, the ability for self-learners, integrative information, and independent thinking has become a top competency for the current generation. Of these abilities, critical thinking is one of the most wanted skills for solving contemporary challenges. In keeping with Taiwan's 2019 Curriculum Guidelines, junior high school Chinese language teaching has also undergone remarkable changes. With an emphasis on literacy learning, the curriculum seeks to position language learning in the position of a vehicle for social communication and transmission of culture, and to enable students to develop their capacity for communication and critical thinking, thereby providing the foundation for their personal development and life-long learning.
This study aims to explore the impact of an instructional design based on Knowledge Building theory on junior high school students' critical thinking ability. A Knowledge Forum-supported knowledge-building activity was thus designed, with three stages: problem-focused reading, sharing and refinement of ideas, and peer response and discussion. Students were invited to read, take notes, and engage in interactive discussions on the platform to enable in-depth thinking and collective knowledge building.
An action research design was employed, with 29 seventh-grade students in a Taipei City public junior high school over a semester. Data were collected through pre- and post-tests of the Critical Thinking Disposition Scale (Yeh, 1999) to measure shifts in students' critical thinking ability. Mixed-methods research design was employed, combining quantitative examination of students' critical thinking improvement and correlation with their activity on the platform with qualitative examination of student reflection on learning, notes, and interaction records, to capture a rich understanding of students' learning performance and cognitive development over the course of the knowledge-building process.
The results revealed that students' critical thinking abilities were significantly improved after the instructional intervention. Whereas no significant correlation was found between gain scores (post-test - pre-test) and student participation or quality of ideas on Knowledge Forum, a significant and positive correlation between students' overall participation (reading, modifying, and creating of notes) and quality of ideas and post-test critical thinking performance did exist. This suggests that active participation and production of quality ideas on the platform can enhance the critical thinking performance of students, with valuable lessons for the practical application of Chinese language teaching at the junior high school level. |
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| Description: | 碩士
國立政治大學
教育學系
112152008 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0112152008 |
| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
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