本研究的目的在探討蘇格拉底詰問模式對於六年級學生批判思考能力與傾向之影響。研究採準實驗研究不等前測-後測控制組設計，以台北市某一國民小學98位六年級學生為研究對象，其中34位為實驗組，64位為控制組，進行實驗教學。實驗組學生接受每週四節課，共為期九週之「蘇格拉底詰問模式」教學，而兩組控制組學生則接受一般自然科教學。研究工具包括「國小批判思考能力測驗」與「國小批判思考傾向測驗」，另輔以分析「國小班級結構問卷」、「學生學習回饋單」及「學生訪談記錄」，蒐集相關質性資料，做為解釋統計結果之參考。研究結果顯示接受「蘇格拉底詰問模式」教學的實驗組學生，在「批判思考能力測驗」的得分顯著高於一般教學模式之控制組學生。學生在「批判思考傾向測驗」的得分顯著高於一般教學模式之控制組學生。接受「蘇格拉底詰問模式」教學的不同班級地位學生，在「批判思考能力測驗」的得分無顯著差異。但高地位學生與低地位學生、中地位學生與低地位學生之間的批判思考能力則達顯著差異。至於不同班級地位學生在「批判思考傾向測驗」的得分無顯著差異。但高地位學生與低地位學生、中地位學生與低地位學生之間的批判思考傾向則達顯著差異。

This study aimed to investigate the impact of the Socratic Questioning Model (SQM) on sixth graders’ critical thinking abilities and dispositions. A nonequivalent pretest-posttest control group design was used in this study of 98 sixth graders selected from an elementary school in Taipei city. Thirty-four pupils were assigned into experimental group, and sixty-four assigned into two control groups. The experimental group received the SQM instruction for four class periods per week for nine weeks, while both control groups remained in their regular science instruction. The quantitative data included results from (1) the Test of Critical Thinking Ability (TCCA), which was applied to the experimental and control groups for pretest and posttest; (2) the Test of Critical Thinking Disposition (TCCD), which was applied to the experimental and control groups for pretest and posttest; and (3) the Class Status Questionnaire (CSQ), which divided the experimental pupils into three groups and was administered to the experimental group after the intervention. The data were analyzed by ANCOVA. There were also qualitative data collected from interview, class observation, learning feedback and questionnaires. The major findings of this study were as follows: (a) The SQM had significantly positive effects on pupils’ critical thinking abilities. This resulted from the fact that the experimental group had higher scores than the control group. (b) The SQM had significantly positive effects on pupils’ critical thinking dispositions. This resulted from the fact that the experimental group had higher scores than the control group. (c) Pupils who received SQM with different class status did not showed significantly different critical thinking ability. (d) Pupils who received SQM with different class status did not showed significantly different critical thinking disposition.