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題名：批判思考融入國小寫作教學之探究
書刊名：國立臺北教育大學學報. 教育類
作者：林國陽／項必蒂／陳滿銘
作者(外文)：Lin, Kuo-yang／Hsiang, Bih-dih／Cheng, Man-ming
出版日期：2005
卷期：18:2
頁次：頁197-234
主題關鍵詞：批判思考；寫作教學；作文評定量表；寫作邏輯量表；Critical thinking；Writing instruction；Writing ability scale；Writing logic scale
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(3) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:234
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本研究在探究將批判思考融入寫作教學以提升寫作能力與批判思考之教學效果。在探討實驗效果方面，採用前後測準實驗設計，以北市民權國小六年級，隨機抽取兩班各29 名學生，實驗組接受每週一次40 或80 分鐘，計14 次的批判思考寫作教學；控制組接受一般寫作教學。 實驗結果顯示，實驗組顯著優於控制組的有：「作文評定量表」的「措辭」與「結構」，「寫作邏輯量表」的得分，「康乃爾批判思考測驗（X 級）」的「歸納」、「確認隱含假設」與「總分」。 同時，從實驗組學生的寫作歷程分析，發現：在寫作的計畫階段，學生較感困難；轉譯階段，學生注意文章的變化；檢視階段，學生對作品的評估與修正比較不足。在批判思考教學過程方面，學生間雖偶有紛爭，但藉由師生討論、小組討論與分組報告，學生嘗試轉移觀點，試從他人的立場來看待事情。
The purposes of this study were to design a program of “Integration of Critical Thinking into the Writing Instruction” (ICTWI) which could enhance the ability of writing and critical thinking of students and to probe into the effects of ICTWI on the students. Procedures This study adopts the quasi-experimental design that compares the outcomes of the control and treatment groups before and after the experiment. Final sample consists of two classes which were randomly drawn from the Taipei Municipal Min-Chuan Elementary School. Each class has 29 students. One class was the experimental group, in which students received the ICTWI for 14 weeks (40 or 80 minutes each week). The other was the control group, in which students received the general composition instruction. The outcomes for comparison include the “Writing Ability Scale” (WAS), the “Writing Logic Scale” (WLS), and the “Cornell Critical Thinking Test, Level X” (CCT-X), which were collected before and after the experiment for both experimental and control groups. Finding and Conclusions The experimental group’s scores were significantly higher than the control group’s in following aspects: WAS’s “rhetoric” and “construct”, WLS’ “holistic scores”, and CCT-X’s “induction”, “assumptions”, and “holistic scores”. Besides, qualitative analysis from the writing process yielded the following findings: With respect to writing, most students find the planning stage most difficult. During the translating stage, the students could pay attention to the variety of the content. During the revising stage, the students’ performance on evaluation and correction of their essays are inadequate. As to the critical thinking aspect, albeit disagreements arose among different teams in the experimental class, the students always tried to see things from others’ perspective through discussions with their teacher, discussions within their teams, and during the preparation of team reports.
期刊論文
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3.Jones, J.、Safrit, R. D.(1992)。Critical thinking: Enhancing adolescent decision making。Journal of Home Economics，84(3)，4-7+52。  new window
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8.張玉成(19920600)。國小語文科實施批判思考教學之實驗研究。臺北師院學報，5，1-66。  延伸查詢new window
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會議論文
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學位論文
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3.Bates, N.(1988)。Effects of computer use on the writing process(碩士論文)。University of Nevada, Las Vegas。  new window
4.Chamberlain, M. A.(1993)。Philosophy for children program and the development of critical thinking of gifted elementary students(博士論文)。University of Kentucky。  new window
5.Gorka, D. M.(1992)。The effects of a staff development program in writing process on learners writing skills and attitudes toward writing(博士論文)。Pennsylvania State University。  new window
6.Hansen, T. L.(1989)。A comparison of the effects of two process writing programs and a traditional writing program on the writing development of first-grade children(博士論文)。South Dakota State University。  new window
7.Lewis, R. R.(1998)。Developing critical thinking through an interdisciplinary approach with social studies simulations and technology in fourth-grade calssrooms(博士論文)。Tennessee State University。  new window
8.Marshall, D. M.(2001)。Thinking outside the box: Using popular culture to stimulate a critical thinking process(博士論文)。University of Alaska Anchorage。  new window
9.Mulvaney, M. K.(1988)。The effects of the process approach and prewriting strategies on the writing performance and apprehension of students with different learning styles(博士論文)。West Virginia University。  new window
10.Snyder, I. A.(1990)。The Impact of Computers on Students' Writing: A Comparative Study of the Effects of Pens and Word Processors on Writing Context, Process and Product(博士論文)。Monash University, Australia。  new window
11.Viscovich, S. A.(2001)。The effects of three organizational structures on the writing and critical thinking of fifth graders(博士論文)。St. John's University。  new window
12.Wallace, S. P.(1992)。A study of argumentative/persuasive writing related to a model of critical thinging in grades nine and eleven (ninth-grade, eleventh-grade)(博士論文)。University of South Carolina。  new window
13.陳文琪(2001)。全語言教學對國小五年級學童批判思考、寫作表現和學習內發動機的影響(碩士論文)。國立屏東師範學院。  延伸查詢new window
14.王淑貞(2002)。感官觀察活動與過程導向寫作教學對學童寫作表現與態度之比較研究(碩士論文)。國立屏東師範學院。  延伸查詢new window
15.吳雪綺(2001)。批判性思考教學之知識論基礎探究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
16.周文君(2002)。「多元智能統整-合作-反省思考」寫作教學對國小學童寫作態度與寫作表之影響(碩士論文)。國立屏東師範學院。  延伸查詢new window
17.紀淑琴(1998)。『思考性寫作教學方案』對國中生寫作能力、後設認知、批判思考及創造思考影響之研究(碩士論文)。國立師範大學，臺北市。  延伸查詢new window
18.高令秋(1996)。歷程導向寫作教學法對國中聽覺障礙學生寫作能力影響之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
19.郭祖珮(2003)。高層思考寫作教學方案對國中生非傳統作文寫作效果之研究(碩士論文)。國立臺灣師範大學，臺北。  延伸查詢new window
20.陳鳳如(1993)。活動式寫作教學法對國小兒童寫作表現與寫作歷程之實驗效果研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
21.葉雪枝(1998)。後設認知寫作策略對國小四年級記敘文寫作能力提昇之影響研究(碩士論文)。國立臺北師範學院。  延伸查詢new window
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圖書
1.陳滿銘(1999)。文章結構分析--以中學國文課文為例。臺北：萬卷樓圖書有限公司。  延伸查詢new window
2.仇小屏(2001)。深入課文的一把鑰匙：章法教學。臺北：萬卷樓。  延伸查詢new window
3.毛連塭、吳清山、陳麗華(1991)。康乃爾批判思考測驗（X級）。臺北：臺北市立師範學院。  延伸查詢new window
4.張玉成(2002)。教師發問技巧。臺北：心理。  延伸查詢new window
5.張春榮(2002)。作文新饗宴。臺北：萬卷樓。  延伸查詢new window
6.張新仁(1992)。寫作教學研究：過程導向寫作教學的理論及應用--認知心理學取向。高雄：復文。  延伸查詢new window
7.陳滿銘(2001)。作文教學指導。臺北：萬卷樓。  延伸查詢new window
8.陳滿銘(2002)。章法學論粹。臺北：萬卷樓。new window  延伸查詢new window
9.鄭發明、顏炳耀、陳正治(1982)。作文技巧與練習。臺北：學生。  延伸查詢new window
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11.賴慶雄(1988)。作文題海。臺北：國語日報。  延伸查詢new window
12.賴慶雄、楊慧文(1997)。作文新題型。臺北：螢火蟲。  延伸查詢new window
13.Bassham, G.、Irwin, W.、Nardone, H.、Wallace, J. M.(2002)。Critical thinking: A student’s ntroduction。U.S.：The McGraw-Hill Companies。  new window
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16.Ennis, R. H.、Millman, J.、Tomko, T. N.(1985)。Cornell critical thinking tests, level X & level Z- manual。CA：Midwest Publications。  new window
17.Hughes, C. E.(2000)。A comparative study of teaching critical thinking through persuasive writing to average, gifted and students with learning disabilities。The College of William and Mary。  new window
18.Moore, B. N.、Parker, R.(1998)。Critical thinking。CA：Mayfield Publishing Company。  new window
19.Norris, S. P.、Ennis, R. H.(1989)。Evaluating critical thinking。CA：Critical Thinking Press。  new window
20.Paul, R.、Elder, L.(2001)。Critical Thinking: Tools for taking charge of your learning and your life。Upper Saddle River, NJ：Prentice Hall。  new window
21.Paul, R.(1995)。What every student needs to survive in a rapidly changing world。Dillon Beach, CA：The Foundation for Critical Thinking。  new window
22.Reichenbach, B. R.(2001)。Introduction to critical thinking。NY：McGraw-Hill。  new window
23.Wade, C.、Tavris, C.(1993)。Critical and creative thinking: The case of love and war。NY：Harper Collins College。  new window
24.毛連塭、吳清山、陳麗華(1992)。康乃爾批判思考測驗(X 級指導手冊)。臺北：臺北市立師範學院。  延伸查詢new window
25.Bruning, R. H.、Schraw, G. J.、Ronning, R. R.(1999)。Cognitive psychology and instruction。Upper Saddle River, NJ：Prentice-Hall。  new window
26.陳滿銘(200306)。章法學綜論。臺北：萬卷樓。new window  延伸查詢new window
27.溫明麗(19980000)。批判性思考教學：哲學之旅。臺北：師大書苑。new window  延伸查詢new window
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圖書論文
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