創意技法結合批判思考融入公民科教學對國中生創造力、批判力與公民參與之影響

Abstract

本研究旨在了解創意技法結合批判思考融入公民科教學對國中生創造力、批判力與公民參與態度之影響，研究以台北市183名九年級學生為受試者，將兩組同學期學科成績相同的4個班級進行研究，為實驗組進行創意技法結合批判思考融入公民科教學課程（下稱創意批判思考教學），另2班進行一般教學課程，則為對照組，分別實施「創意批判思考教學」及「一般講述教學」的差異教學策略，進而了解學生「創造力」、「批判思考能力」、「公民參與態度」學習表現前後差異。研究統計方法採用描述統計、成對樣本 t 檢定、獨立樣本 t 檢定、單因子變異數分析(One-way ANOVA)、事後比較檢定等以確認實驗組與對照組同學是否有差異。依統計分析結果，獲得以下結論：一、創意批判思考教學應用於國中公民科能提升學習者「創造思考力」表現二、 創意批判思考教學應用於國中公民科未能提升對學習者「批判思考能力」表現三、 創意批判思考教學應用於國中公民科未能提升學習者「批判思考傾向」表現四、 創意批判思考教學應用於國中公民科對學習者「公民參與態度」表現之效果影響五、 創意批判思考教學應用於國中公民科顯著提升女性學習者學習表現六、 父母高教育程度之受試者具有較高社會公民參與意願The purpose of this study is to understand the impact of the integration of creative techniques and critical thinking into civics teaching on the creativity, criticality and civic participation attitudes of middle school students. The study took 183 ninth grade students in Taipei City as subjects, and compared the academic performance of the two groups with the same semester. The same 4 classes conduct research, and for the experimental group, creative techniques combined with critical thinkingare integrated into the civics teaching curriculum (hereinafter referred to as the teaching of creative and critical thinking), The other two classes were given general teaching courses, and they were the control group. Different teaching strategies of"Creative Critical Thinking Teaching" and "General Narrative Teaching" were implemented respectively, so as to understand students' "Creativity", "Critical Thinking Ability", "Civil Participation Attitude" ” Differences before and after learning performance. Descriptive statistics, paired sample t-test, independent sample t-test, one-way ANOVA, post-hoc comparison test, etc. were used to confirm whether there are differences between the experimental group and the control group. According to thestatistical analysis results, the following conclusions are obtained:1. The application of creative critical thinking teaching in middle school civics can improve learners' "creative thinking" performance 2. The application of creative and critical thinking teaching in Chinese Citizenship failed to improve the performance of learners' "critical thinking ability" 3. The application of creative critical thinking teaching in the middle school civics failed to improve the performance of learners' "critical thinking tendency" 4. The effect of creative critical thinking teaching applied to middle school civics on learners' performance of "civic participation attitude"5. The application of creative critical thinking teaching in Chinese civics significantly improves the learning performance of female learners6. Subjects with highly educated parents have higher willingness to participate in social civic participation