京都大学 / 0048 / 新制・課程博士 / 博士(法学) / 甲第20130号 / 法博第195号 / 新制||法||157(附属図書館) / 京都大学大学院法学研究科法政理論専攻 / (主査)教授 亀本 洋, 教授 服部 高宏, 教授 船越 資晶 / 学位規則第4条第1項該当 / Doctor of Laws / Kyoto University / DGAM

京都大学 / 新制・課程博士 / 博士(経営科学) / 甲第24770号 / 経営博第25号 / 新制||経営||5(附属図書館) / 京都大学大学院経営管理教育部経営科学専攻 / (主査)教授 山内 裕, 教授 山田 仁一郎, 講師 嶋田 敏 / 学位規則第4条第1項該当 / Doctor of Philosophy in Management Science / Kyoto University / DGAM

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本研究旨在探討教學者以及學習者對使用繪本學習批判性思考能力的想法，並且了解學生使用Law於2012年提出的六個策略 學習批判性思考能力後有何看法。此外，本研究也整理教學以及學習過程中遇到的困難，同時間提出如何調整教案以解決問題。 本研究採用質性個案研究。研究對象為某高中二年級的四十四位學生。這些學生為研究者某一任教班級。他們透過兩本繪本進行為期八週的批判性思考課程。本課程的核心為四項能力：(1) 能把各類訊息加以比較、歸類、排序、(2) 能根據上下語境釐清不同訊息間的因果關係、(3) 能分辨客觀事實與主觀意見和(4) 能評估不同資訊，提出合理的判斷或建議。研究者透過課室錄影觀察、學習單、學習/教學日誌和焦點團體訪談等蒐集資料。 研究結果顯示繪本教學不僅能夠提升學生的批判性思考和英文能力，還可以維持他們強烈的學習動機。此外，雖然繪本中的圖片造成學生一些理解上的問題，教師還是可以利用多元感官教學方式以及有目的性的引導學生來解決困難。另外，Law於2012年提出的六項策略也大大地幫助學生學習批判性思考能力。然而，在使用這六項策略時，老師必須注意給予充足的待答時間，加入學生小組討論，並選用貼近生活以及適合學生程度的繪本。最後，本研究發現互動式朗讀和提問作者法也能幫助高中學生發展批判性思考能力。 本研究顯示遵照台灣普通高級中學英文科98課綱，教師可以將批判性思考納入繪本閱讀課程中，並創造一個良好的學習環境，培養學生成為有素養的公民。此外，本研究亦提供教師教學現場以及未來研究方向之建議。 / This study aims to examine how the teacher and students respond to cultivating critical thinking skills through picture books and to the six strategies suggested by Law (2012). Besides, it also explores what problems occur in the teaching/learning process and how to adjust the lessons to solve the problems. This study adopted a qualitative case study design. The participants were forty-four eleventh graders in one class taught by the teacher researcher. They learned critical thinking through two picture books in an eight-week study. The foci of the teaching were the four critical thinking skills, namely, (1) being able to compare, classify and sequence various information, (2) being able to identify the causal relationship between information based on the context, (3) being able to distinguish facts from opinions and then one advanced ability, and (4) being able to assess different pieces of information and propose reasonable judgments or suggestions. The students’ and the teacher researcher’s responses were collected from video-taped classroom observations, worksheets, learning/teaching logs, and focus group interviews. The important findings are listed as follows. First, picture books were helpful in the enhancement of critical thinking skills, the improvement of English skills and a high level of learning motivation. Second, the nature of illustrations in picture books resulted in some comprehension problems, which could be solved through a multi-sensory approach and teachers’ purposeful guidance. Third, the six strategies recommended by Law (2012) assisted the students a lot in promoting critical thinking skills. It is noted that when implementing these six strategies, the teacher were advised to give sufficient wait time for students, join students’ discussion, and select picture books with real-life themes and suitable difficulty levels. Fourth, interactive read-alouds and questioning the author were also proved to be useful strategies for high school students to develop their critical thinking through picture books. This study suggests that following the 2010 New Guidelines of English Curriculum in Taiwan, teachers can integrate critical thinking skills into picture book reading and create a good learning environment for students to become productive citizens. Pedagogical implications and suggestions for future studies were presented as well.

本文旨在探討台灣國中生在英語閱讀時, 運用「放聲思考配對練習法」結合「單字解讀策略」教學的成效及影響, 研究對象是依安置測驗所選出兩班具有高度同質性的國三學生, 隨機分派為一實驗組, 一控制組, 並依其安置測驗結果分為高、低兩組。 實驗組在老師教完單字解讀策略後, 由一高分組學生和一低分組學生隨機配對做為期八週的放聲思考閱讀訓練, 並且在訓練活動前後, 實驗組和控制組所有的學生皆施予單字解讀成就測驗, 閱讀理解成就測驗, 及英語閱讀學習態度量表, 實驗組更多加施予後設認知問卷及對此訓練活動的反應問卷, 同時在實驗組訓練過程中, 隨機抽取一組配對的學生將他們運用「放聲思考配對練習法」作答的過程錄音下來以便分析。 本研究結果顯示: (一)實驗組和控制組在單字解讀成就測驗有顯著差異。亦即, 運用「放聲思考配對練習法」結合「單字解讀策略」的教學有效地增進了學生字彙推測的成績表現, 對低程度的學生效果尤其明顯。(二)在四種單字解讀策略中, 「放聲思考配對練習法」最能增進學生在「往前線索策略」和「背景知識線索策略」的成績表現, 對不同程度的學生而言, 低程度學生的「往前線索策略」成績進步最多。(三)實驗組和控制組在閱讀理解成就測驗並沒有顯著差異。亦即, 此一訓練活動並不能改進學生在閱讀理解的成績表現。(四)實驗組和控制組的英語閱讀學習態度量表有顯著差異。即運用「放聲思考配對練習法」結合「單字解讀策略」的教學有效地增進了學生對英語閱讀的學習態度, 尤其對高程度的學生效果尤其明顯。在四種分項學習態度中, 學生的「免除對英語閱讀的恐懼」學習態度進步最多。(五)在後設認知方面, 實驗組的學生在接受此一閱讀訓練活動後, 對自己在文章大意、文章相關知識及猜字技巧的閱讀困難上有顯著的認知, 並且也認定猜字技巧是有效的英語閱讀策略。(六)從反應問卷中顯示, 接受此一閱讀訓練活動後, 大部分的學生認為運用「放聲思考配對練習法」結合「單字解讀策略」的教學對他們的字彙推測技巧是有幫助的, 且其幫助大於單獨運用「放聲思考配對練習法」或單獨運用「單字解讀策略」, 並且認為此一閱讀訓練活動有助於對自己和對他人閱讀過程的了解。但大多數的學生對運用此一閱讀訓練活動於未來英語課程中仍採保留態度。 根據上述的結果, 本研究建議國中英語教師可以運用「放聲思考配對練習法」結合「單字解讀策略」的教學來增進學生在英語閱讀時字彙推測的技巧和對英語閱讀的學習態度, 以及加強他們對自我閱讀過程的認知。同時, 為了能讓「放聲思考配對練習法」在學生身上發揮最大的學習效果, 教師應考慮學生在語言學習上的個別差異現象以及此一合作學習法時間掌握的問題, 以避免學生心理上的排斥作用和學習上的反效果。 / This thesis explores EFL lexical inferencing abilities and reading behaviors of junior high school students in Taiwan. Thinking Aloud Pair Problem Solving (TAPPS) and instruction of Word-solving Strategies were integrated to see whether they had effects on students’ lexical inferencing abilities, reading comprehension, learning attitude toward and metacognitive awareness of English reading. Two third-grade junior high school classes were selected as one experimental group and one control group, both with high-and low-proficiency levels. Results were found from the statistical analysis of the experiment. First, TAPPS training in word-solving strategies proved quite beneficial in enhancing students’ lexical inferencing abilities, and the low-proficiency students benefited more than the high-proficiency students. Second, TAPPS training in word-solving strategies indeed facilitated students’ use of forward cues and background knowledge cues, and the low-proficiency students improved most in their use of forward cues. Third, TAPPS training in word-solving strategies did not benefit students in their general reading comprehension. Fourth, TAPPS training in word-solving strategies successfully helped the students change their learning attitude toward English reading, especially the high-proficiency students. As to the different learning attitudes, students’ learning attitude of “The freedom from fear of English reading” changed most. Fifth, after receiving this training activity, the students’ metacognitive awareness of English reading was significantly higher. Sixth, the response questionnaire revealed that most of the students considered TAPPS training in word-solving strategies helpful and gave positive responses to this training activity. However, most of the students were conservative about recommending this training activity to future English classes. These aforementioned findings in this study suggested that junior high school English teachers could adopt TAPPS training in word-solving strategies to enhance students’ lexical inferencing abilities, change their learning attitude and reinforce their metacognitive awareness of English reading. However, it should be cautioned here that when teachers try to implement TAPPS training in English reading comprehension, they should consider students’ personal difference in language learning and the disruptive and time-consuming drawback of TAPPS to avoid students’ potential rejection and failure of the whole training activity.

本研究依據批判思考主要特徵與教學理論，建構一套批判思考教學模式。根據文獻探討界定：一、批判思考主要內涵為批判思考能力、批判思考傾向與批判思考所需之必要知識；二、本研究所採之批判思考教學模式為前導活動、呈現主題、概念比較、分組活動、發表與澄清以及判斷與選擇。為探討批判思考教學在國小社會科實施效果，分別以兩所國小五年級中的兩班學生為研究對象，進行兩個月教學實驗，並編製批判思考測驗以比較兩組在批判思考學習效果的差異，此外，蒐集批判思考教學組學生在教學過程之相關資料進行質的分析。本研究工具為（一）批判思考測驗；（二）學習日記；（三）學習回饋問卷；（四）個案學習回饋問卷。 主要研究結果如下： 一、本研究之批判思考教學對批判思考能力有顯著教學效果。 二、本研究之批判思考教學對批判思考傾向有顯著教學效果。 三、本研究之批判思考教學對學生辯論之參與、聚焦與流暢性、意見陳述與反駁方面有明顯幫助。 四、接受批判思考教學的學生在信任理性、提出客觀且良好理由、多元思考等方面有顯著進步。 五、批判思考教學組學生對本研究之批判思考教學有相當正面的評價。 針對上述發現進行討論並提出建議： 1.本研究之批判思考教學模式值得國小社會課嘗試。2.應以學生個別差異實施批判思考教學。3.可採對話與辯證方式進行社會課教學。4.應營造安全溫暖且容忍犯錯的學習環境。5.宜容許社會課教學活動設計有彈性調整空間。6.應採多元評量的方式與內容。7.可設計學習單幫助學生有效蒐集資料。8.宜運用學習日記幫助學生進行反思。9.教師應重視批判思考教學並進行相關研究。 / This study constructs a model for teaching critical thinking based on the major characteristics and theories of critical thinking. To probe into the effects of teaching critical thinking in social studies, the researcher performs an experiment on a sample of 131 fifth-grade elementary school students for two months. The data-collection instruments include: (a) The Critical Thinking Test; (b) The Learning Diary; (c) The Learning Feedback Questionnaire; and (d) The Learning Feedback Questionnaire For Special Case. The following conclusions become evident. On the theoretical aspect: first, the main concepts of critical thinking include critical thinking ability, critical thinking disposition and the knowledge for critical thinking; second, the steps of the model for teaching critical thinking are guiding activities, displaying theme, comparing concepts, group discussion, sharing and clarifying, and finally, judgment and decision-making. On the experimental aspect: it was found that (a) Teaching critical thinking has significantly positive effects both on critical thinking ability and on critical thinking disposition. (b) Teaching critical thinking helps students have good performance in debates. (c) The students of experimental group make great progress on achieving confidence in reason and pluralistic thinking. (d) The students of experimental group give a vary positive evaluation on teaching critical thinking. Through these results, some guidelines are suggested as follows: (a) The model for teaching critical thinking is of great worth in social studies. (b) Critical thinking should be taught according to individual difference of students. (c) Dialogue and dialectic process is good for teaching social studies. (d) The atmosphere of classroom must be safe, warm and tolerating learning error. (e) Teachers should put emphasis on teaching critical thinking and on probing into critical thinking.

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国立情報学研究所で電子化したコンテンツを使用している。

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本研究旨在探究有關「思考｣ 的中文辭彙，藉以一窺人類思考過程的全貌，並進一步透過隱喻與轉喻等認知語意機制 (參看Kövecses and Radden 1998, Lakoff 1993, Ruiz de Mendoza 2000, Diez Velasco’s 2003等人之論著)，分析人類思考過程的中文辭彙體現。 首先，我們修改認知心理學中所提的訊息處理模型 (參看Palmer and Kimchi 1986, Sternberg 1969, and Neisser 1967等人之論著)，根據修改過後的模型，得到人類思考過程的中文辭彙體現可分為七種類型。在進一步分析後發現，有關「思考｣ 的中文辭彙所牽涉的認知語意機制包括Lakoff (1993)提出的隱喻類型，Kövecses & Radden (1998)及Diez Velasco’s (2003)提出的轉喻類型，及Ruiz de Mendoza (2003)所提出來的隱喻和轉喻的交互模式，而本研究另外發現需透過三重轉喻及兩個新的隱喻和轉喻的交互模式才能完整建立起人類思考過程的中文辭彙體現的字面語意與其象徵語意之間的連結。 / In this study, we intend to claim that the backstage cognition of thinking process, through linguistic manifestation, can be explicitly detected with six dynamic continuing stages. In addition, each stage reifies itself with linguistic expressions of concrete observable parts or organs of body, which in turn demonstrate that lexical manifestation of thinking is heavily based on such mechanisms as metaphor and metonymy. (cf. Kövecses and Radden 1998, Lakoff 1993, Ruiz de Mendoza 2000, Diez Velasco’s 2003). First of all, we refine the information processing model proposed in cognitive psychology (cf. Palmer and Kimchi 1986, Sternberg 1969, and Neisser 1967). Based on the refined model, the Mandarin lexical reification of thinking is claimed to fall into six stages corresponding to six types. A special case linking two or more stages is observed as the seventh type. Then, we probe into the linguistic data from the seven types of thinking. The analysis discovers that a full explanation of those linguistic data from the six stages of the thinking process requires the activation of some types of metaphor. We have also found metonymy provides mental access to thinking activities. As to the interaction of metonymy, the three types of double metonymy are not sufficient to account for the lexical manifestation of thinking. Triple metonymy also needs to be employed to explain the meaning derivations of the data. Finally, it is found that the three interaction models of metaphor and metonymy are insufficient to cover all the possible interactions of cognitive mechanisms behind the lexical manifestation of thinking in Mandarin. This study reveals two new interaction models not mentioned by Ruiz de Mendoza (2000).