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題名：高中生批判思考能力相關因素之研究
書刊名：公民訓育學報
作者：徐建國
作者(外文)：Hsu, Chien-kuo
出版日期：1999
卷期：8
頁次：頁457-505
主題關鍵詞：高中生；批判思考能力
原始連結：連回原系統網址new window
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　　　　　本研究旨在探討高中生批判思考能力之相關因素，以及學業成就與其批判思考能力之關聯。本研究採用調查研究法，以台北市公私立高中學生為研究對象，以批判思考量表、基本資料調查表、家庭環境診斷測驗、學業性向測驗、學習與讀書策略量表為研究工具，抽取高中生1003名為有效樣本，進行實徵研究。調查所得資料分別採次數分配、百分比、平均數、標準差、ｔ考驗、百分比同質性考驗、單因子變異數分析、皮爾遜積差相關、逐步多元迴歸分析等統計方法加以分析，比較人口變項、心理特質、家庭因素、自我學習情形、民主討論風氣不同之高中生，其批判思考能力之差異，並分析高中生批判思考能力與其學業成就之相關。最後，再探討各變項對批判思考能力之預測力，以及批判思考能力對其學業成就之預測力如何。本研究獲致之主要發現如下： (一)女生之批判思考能力顯著優於男生。 (二)三年級學生之批判思考能力顯著優於一、二年級學生。 (三) 不同類組學生之批判思考能力無顯著差異。但在分量表上，自然組學生的「演繹」能力顯著優於社會組學生；社會組學生的「論證的評鑑」能力顯著優於自然組學生。 (四) 學習能力與其批判思考能力有顯著正相關（相關係數.42）。 (五)學習策略「良好」者，其批判思考能力顯著優於學習策略「不佳」者。 (六)家庭環境不同者，其批判思考能力無顯著差異，但家庭文化狀況「良好」者，其批判思考能力顯著優於家庭文化狀況「欠佳」者。 (七)父母親之管教態度與其批判思考能力無關，但父親採「民主」管教方式者，其論證的評鑑能力顯著優於採「放任」管教方式者。 (八)「曾參加」思辯性社團者，其批判思考能力顯著優於「未曾參加」者。 (九)每週閱讀課外書報時間「四小時以上」者，其批判思考能力顯著優於「未滿二小時」者。 (十)收看（聽）新聞評論性節目時間多寡與其批判思考能力無關。 (十一)語文科、自然科、社會科教師「經常」在課堂上與學生討論社會事件者，其學生之批判思考能力均顯著優於教師「從來沒有」探討者。 (十二)和家人討論社會事件之頻率，與其批判思考能力無關。 (十三)「經常」與同學、朋友討論社會事件者，其批判思考能力顯著優於「很少」討論者。但學生和社團成員討論社會事件之頻率，則與其批判思考能力無關。 (十四)批判思考能力與其學業成就有顯著正相關。就學科而言，批判思考能力與國文科成績相關程度最高，餘依次為英文科、自然科、數學科，但與社會科成績則無關。 (十五)學習能力、年級、教師在課堂上探討社會事件頻率及學習策略等變項，共可預測批判思考能力之23%。 (十六)批判思考能力對其學業成就之預測力很低。 　　依據研究結論提出下列建議： (一)對教育機關 　將批判思考列為各科教學主要目標、重視教師批判思考能力之培育、鼓勵製播優良時事評論性節目、各科加入批判思考教材、設立批判思考研究中心。 (二)對教師 　培養學生基本學習能力、加強學生演繹及論證的評鑑能力、多與學生進行民主討論、重視批判思考能力之評量。 (三)對家長 　提供良好文化環境、維持和諧家庭氣氛、採取民主管教方式、多與子女討論社會議題。 (四)對高中生 　加強語文及數學基本能力之學習、採取積極有效之學習策略、主動參加思辯性社團、養成閱讀課外書報之習慣、促進與同儕討論社會議題之風氣。
　　　　　The purpose of this study is to understand the critical thinking ability of students in senior high school and its relationship with students’ academic achievements. Investigation method was used in the study. 1,003 students were selected as the subjects from public and private senior high schools in Taipei. Critical thinking appraisal, personal basic data list, family background analysis test, scholastic aptitude test, and learning and study strategies inventory were applied. The data of the enquiry were analyzed by the following methods: proportion, average, t-test, test of homogeneity of proportions, one-way analysis of variance, Pearson product-moment correlation, and stepwise regression analysis. Different students who are of various population, different mentality and family backgrounds, self-learning conditions, and different attitudes to discuss were made comparisons in order to realize the differentials of their critical thinking ability. Finally, this study would try to realize the prediction power of various items on the students’ critical thinking ability, as well as the latter’s prediction power on their academic achievements. 　　The main findings of this study are as fallows: 1.The female’s critical thinking ability are better than the male’s; 2.The 12th grade students are better than the 10th and 11th grade students; 3.There is no significant difference among studetudy groups. According to the appraisal of catalogues, the nature science group students have better “deduction” ability than those of the social science group, while the latter have better ability on “evaluation of argument” than the former; 4.The students’ learning ability is positively related to their critical thinking ability; 5.Those who have excellent learning ability are better than those who have poor learning ability; 6.There is no significant difference among different families, though the students from good culture background have better critical thinking ability than the students from poor culture background; 7.There is no relationship between the students’ critical thinking ability and their parents’ attitudes; 8.Those who had attended “Debate association” have better critical thinking ability than those who never attended such activities; 9.There is a relationship between the students’ critical thinking ability and their reading time; 10.The critical thinking ability is not related to watching comments programs on TV news or not; 11.Students who frequently discuss social events in the languages, nature science and social science classes have better critical thinking ability than those who never discussed; 12.There is no relationship between the students’ critical thinking ability and the frequency of social events discussion among the students and their family members; 13.Those who frequently discuss social events with friends and classmates have better critical thinking ability than those who less do it. There is no relationship between the students’ critical thinking ability and the frequency of social events discussion among the students and their association’s members; 14.The students’ critical thinking ability is positively related to their academic achievements. Different achievements have different proportions--Chinese is in high proportions, next is English, then nature science and mathematics. Achievement in social science subject is not related to any proportion; 15.According to learning ability, grades, frequency of discussing social events and learning strategy, we can predict the students’ critical thinking ability about 23%; 16.The students’ critical thinking ability predicts hardly their academic achievements.
期刊論文
1.Walters, K. S.(1986)。Critical thinking in liberal education: A case of overkill?。Liberal Education，72(3)，233-244。  new window
2.Greeno, J. G.(1989)。A perspective on thinking。American Psychologist，44(3)，134-141。  new window
3.Newton, B. T.(1977)。Theoretical bases for higher cognitive questioning: an avenue to critical thinking。Education，98，286-291。  new window
4.陳膺宇(19940900)。批判性思考運動初探。國立政治大學學報，69(上)，141-171。  延伸查詢new window
5.Siegel, Harvey(1980)。Critical thinking as an educational ideal。The Educational Forum，45(1)，7-23。  new window
6.粘揚明(19970200)。批判思考教學的發展趨勢。教育研究，53，50-58。new window  延伸查詢new window
7.鄭英耀、王文中、吳靜吉、黃正鵠(19960100)。批判思考量表之編製初步報告。測驗年刊，43，213-225。new window  延伸查詢new window
8.江芳盛(19900100)。批判思考教學研究的必要性。高市文教，39，34-35。  延伸查詢new window
9.林邦傑(19810100)。國中及高中學生具體運思、形式運思與學業成就之關係。測驗年刊，28，23-32。new window  延伸查詢new window
10.胡金枝(19961200)。批判思考與教學。國教輔導，36(2)=316，37-40。  延伸查詢new window
11.陳英豪、吳裕益、吳松林、陳聰文(1981)。促進國民中小學學生道德發展教學實驗研究。教育學刊，3，265-319。new window  延伸查詢new window
12.陳英豪、汪榮才、曾燦燈、劉佑星、歐滄和、李坤崇(19880100)。幼童認知能力測驗修訂報告。測驗年刊，35，1-14。new window  延伸查詢new window
13.黃寶鈿(19890100)。我國學生邏輯思考能力發展的研究。測驗年刊，36，31-46。new window  延伸查詢new window
14.詹秀美(19890900)。問題解決能力的訓練與評量。資優教育，32，13-16。  延伸查詢new window
15.Beyer, B. K.(1983)。Common sense about teaching skills。Educational Leadership，41(3)，44-49。  new window
16.Hammond, Z. L.(1990)。Recipe for making your home thoughtful。PTA Today，16(2)，14-15。  new window
17.Skinner, S. B.(1976)。Cognitive development: A prerequisite for critical thinking。The Clearing Houser，49，292-299。  new window
18.Wei, T. T.、Lavatelli, C. B.、Jones, R. S.(1971)。Piaget's concept of classification: A comparative study of socially disadvantaged and middle-class young children。Child Development，42，919-927。  new window
19.陳密桃(19930500)。師範生批判思考的相關因素及其教學效果之分析研究。教育學刊，10，105-158。new window  延伸查詢new window
20.Novak, B. J.(1960)。Clarifying language in science education。Language in Science Education，44(4)，321-328。  new window
21.Hudgins, B. B.、Edelman, S.(1986)。Teaching critical skills to fourth and fifth and fifth grades through critical teacher-lead small-group discussions。Journal of Educational Research，79(6)，333-342。  new window
22.Ennis, R. H.(1962)。A concept of critical thinking。Harvard educational review，32(1)，81-111。  new window
23.Paul, R. W.(1984)。Critical Thinking: Fundamental to Education for a Free Society。Educational Leadership，42(1)，4-14。  new window
24.陳麗華(19890700)。國小社會科批判思考教學的省思。現代教育，4(3)=15，121-135。  延伸查詢new window
25.Pintrich, Paul R.、De Groot, Elisabeth V.(1990)。Motivational and self-regulated learning components of classroom academic performance。Journal of Educational Psychology，82(1)，33-40。  new window
26.張春興(19880600)。知之歷程與教之歷程: 認知心理學的發展及其在教育上的應用。教育心理學報，21，17-38。new window  延伸查詢new window
27.Smith, D. G.(1977)。College classroom interactions and critical thinking。Journal of Education Psychology，69(2)，180-190。  new window
會議論文
1.Pintrich, P. R.(1986)。Motivation and learning strategies interactions with achievement。The American Educational Research Association Convention。San Francisco, California。  new window
2.Bitner, B. L.(1986)。Critical thinking skills: A model for rural school。The 8th Annual Rural and Small Schools Conference。Manhattan, KS。  new window
3.Bitner, C.、Betty, L.(1988)。Logical and critical thinking abilities of sixth through twelfth grade students and formal reasoning modes as predictors of critical thinking abilities and academic achievement。The Annual Meeting of the National Association for Research in Science Teaching。Lake of the Ozarks, MO。  new window
4.Browne, M. N.、Keeley, S. M.(1991)。Getting started as a teacher of critical thinking。The 11th Annual Conference on Critical Thinking and Educational Reform。Sonoma, CA。  new window
5.Feely, T.(1975)。An aspect of critical thinking: Predicting students' use of evidence。The Annual Meeting of the American Educational Research Association。Washington, DC。  new window
6.Pascarella, E. T.(1987)。The development of critical thinking: Does college make a differece?。The Annual Meeting of the Association for the study of Higher Education。Baltimore, MD。  new window
7.Pintrich, P. R.(1987)。Motivated learning strategies in the college classroom。The American Educational Research Association Convention。Washington, DC。  new window
研究報告
1.洪久賢、蔡長豔(1997)。家政科批判思考教學之實踐與成效評估研究 (計畫編號：NSC86-2745-H003-008R)。臺北：中華民國行政院國家科學委員會。  延伸查詢new window
2.陳密桃(1995)。我國台灣地區國中學生批判思考的相關因素及其教學效果之分析研究 (計畫編號：NSC83-0301-H-01)。  延伸查詢new window
3.鄭英耀、黃正鵠、吳靜吉、王文中(1996)。批判思考量表。  延伸查詢new window
4.Solomon, S. J.、Wurster, S. R.(1978)。Correlations between critical thinking achievement and scholastic aptitude in high school seniors。  new window
學位論文
1.Cabrera, G. A.(1983)。Evaluating the teaching of critical thinking in content areas(博士論文)。Syracuse University，NY。  new window
2.陳儀璇(1995)。國中補校成人學生批判思考之研究(碩士論文)。國立師範大學。  延伸查詢new window
3.Carroll, R. J.(1981)。An examination of conceptual problems in teaching critical thinking in social studies education(博士論文)。The University of North Carolina at Chapel Hill。  new window
4.宋慧娟(1995)。家政教育系學生批判思考教學之實驗研究(碩士論文)。國立師範大學，台北市。  延伸查詢new window
5.程炳林(1991)。國民中小學生激勵的學習策略之相關研究(碩士論文)。國立政治大學，臺北。  延伸查詢new window
6.吳裕益(1981)。我國兒童及青少年認知的發展及其影響因素之研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
7.周淑玲(1997)。高中家政科批判思考教學之實驗研究(碩士論文)。國立台灣師範大學。  延伸查詢new window
8.Abo El-Nasser, M. E.(1979)。Conficting concepts of critical thinking in educational and psycnological writings, ability tests, and selected educational theories(博士論文)。George Peabody College for Teachers。  new window
9.Glick, I. S.(1981)。Relationships among antecedent variables and a reflectively based social studies instructional strategy(博士論文)。California University，Berkeley, California。  new window
10.Miller, J. C.(1990)。The relationship of grade-levelf socioeconomic status and gender to selected student variables(博士論文)。Florida Atlantic University。  new window
11.江芳盛(1990)。高雄市國民小學教師批判思考教學行為之研究(碩士論文)。國立台灣師範大學。  延伸查詢new window
12.林瑞榮(1988)。小學社會課程的發展趨勢及其啟示(碩士論文)。國立臺灣師範大學。  延伸查詢new window
13.葉玉珠(1991)。中小學生批判思考及其相關因素之研究(碩士論文)。國立政治大學。  延伸查詢new window
14.詹秀美(1989)。國小學生創造力與問題解決能力的相關變項研究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
15.鄭英耀(1992)。國小教師創造思考、批判思考及其相關因素之研究(博士論文)。國立政治大學，台北。new window  延伸查詢new window
16.郭靜姿(1992)。閱讀理解訓練方案對於增進高中學生閱讀策略運用與後設認知能力之成效研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
17.王鍾和(1993)。家庭結構、父母管教方式與子女行為表現(博士論文)。國立政治大學，臺北市。new window  延伸查詢new window
圖書
1.Ruggiero, Vincent R.(1988)。Teaching Thinking Across the Curriculum。New York：Harper & Row。  new window
2.U.S. Department of Education、張水金(1991)。美國2000敎育策略。臺北：敎育部敎育研究委員會。  延伸查詢new window
3.Watson, G.、Glaser, E. M.(1964)。Watson Glaser critical thinking appraisal, form Z-Manual。New York, NY：Harcourt, Brace & World。  new window
4.Siegel, H.(1988)。Educating reason: Rationality, critical thinking and education。New York, NY。  new window
5.Paul, R. W.(1990)。Critical thinking: what every person needs to survive in a rapidly changing world。Sonoma State University。  new window
6.郭為藩(1987)。科技時代的人文教育。幼獅文化事業股份有限公司。new window  延伸查詢new window
7.教育部(1983)。高級中學課程標準。台北：教育部。  延伸查詢new window
8.張德榮、李詠吟、林本喬、賀孝銘、洪寶蓮(1995)。高中（職）學生學習與讀書策略量表指導手冊。台北：中國行為科學社。  延伸查詢new window
9.張玉成(1984)。教師發問技巧。臺北市：心理出版社有限公司。  延伸查詢new window
10.溫明麗(1997)。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
11.王家通、陳伯璋、吳裕益(1988)。中等教育。高雄：復文。  延伸查詢new window
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13.黃堅厚、吳武典、盧欽銘、陳美芳、蔡崇建(1986)。華格二氏批判思考測驗。台北：台灣師大特殊教育中心。  延伸查詢new window
14.賴保禎(1993)。家庭環境診斷測驗指導手冊。台北：千華。  延伸查詢new window
15.謝文全(1988)。中等教育。台北：文景。  延伸查詢new window
16.Allen, R. R.、Rott, R. R.(1969)。The nature of critical thinking。  new window
17.D'Angelo, E.(1971)。The teaching of critical thinking。Amsterdam：B. R. Gruner。  new window
18.Rosales, R.(1990)。Critical thinking: Toward intellectual accountability and social responsibility。  new window
19.Sternberg, R. J.(1986)。Critical Thinking: Its Nature, Measurement, and Improvement。Washington, DC：National Institute of Education。  new window
20.Young, R. E.(1980)。New directions for teaching and learning: Fostering critical thinking。San Francisco：Jossey-Bass。  new window
21.Devine, T. G.(1981)。Teaching Study Skills。Boston：Allyn & Bacon。  new window
22.Brookfield, S. D.(1987)。Developing critical thinkers: Challenging adults to expore alternative ways of thinking and acting。San Fransisco：Jossey-Bass。  new window
23.Ennis, R. H.、Millman, J.、Tomko, T. N.(1985)。Cornell Critical Thinking Tests, Level X & Level Z-Manual。Pacific Grove, CA：Midwest Publications。  new window
24.Kuhn, Deanna(1991)。The skills of argument。Cambridge University Press。  new window
25.Norris, Stephen P.、Ennis, Robert H.(1989)。Evaluating critical thinking。Midwest Publications。  new window
26.Watson, G.、Glaser, E. M.(1980)。Watson-Glaser critical thinking appraisal: Forms A and B Manual。NY：Harcourt, Brace & Jouvanovich, Inc.。  new window
27.王文科(1991)。認知發展理論與敎育：皮亞傑理論的應用。台北：五南。new window  延伸查詢new window
28.教育部(1995)。高級中學課程標準。台北：教育部。  延伸查詢new window
29.Beyer, Barry K.(1988)。Developing A Thinking Skills Program。Allyn and Bacon。  new window
30.張春興(1994)。教育心理學：三化取向的理論與實踐。東華書局。  延伸查詢new window
圖書論文
1.Ennis, R. H.(1985)。Goals for a critical thinking curriculum。Developing Minds: A Resource Book for Teaching Thinking。Alexandria, Virginia：Association for Supervision and Curriculum Development。  new window
2.Ennis, R. H.(1987)。A taxonomy of critical thinking dispositions and abilities。Teaching for thinking skills: Theory and practice。New York：W. H. Freeman。  new window
3.吳翠珍(1992)。成人批判思考與電視觀看行為之關聯性研究。社會教育文獻選輯。  延伸查詢new window
4.張玉成(1990)。資優兒童思考技巧之特質研究。台灣省第一屆教育學術論文發表會論文集，語文科教育。台北：台灣書店。  延伸查詢new window
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9.朱瑞玲(19860000)。青少年心目中的父母教養方式。臺灣社會與文化變遷。臺北：中央研究院民族學研究所。new window  延伸查詢new window
 
 
 
 
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