批判思考融入體育班英文教學對提升高中生批判思考能力和意向與創造思考成效之研究

Abstract

本研究旨在了解「批判思考融入英文教學」對高中體育班學生之教學成效。研究對象為桃園市兩所國立高中職二年級學生，共計57 人，其中男37 人，女20人。實驗設計採用「不等組前後測準實驗設計」，共區分成兩組，分別為實驗組： 「批判思考融入體育班英文教學」及控制組：「一般教學」，各1個班級。研究工具為「批判思考測驗-第一級」、「批判思考意向測驗」和「新編創造思考語文測驗」及。所得資料以單因子共變數分析（oneway-ANCOVA）檢驗研究假設。研究結果如下： 1. 「批判思考融入體育班英文教學」比「一般教學」更能提升高中生的批判思考能力。 2. 「批判思考融入體育班英文教學」比「一般教學」更能提升高中生批判思考的「辨認假設」與「演繹」的分項能力。 3. 「批判思考融入體育班英文教學」比「一般教學」未顯著提升高中生的批判思考意向。 4. 「批判思考融入體育班英文教學」比「一般教學」未顯著提升高中生的創造思考能力。

The purpose of this study is to analyze the effect of the integration of critical thinking into English teaching on senior high school athletes. Samples are selected from two classes of 2nd- grade atheletic students in two senior high schools in Taoyuan. The total valid samples are at the number 57 students, including 37 boys and 20 girls. Based on the design of “quasi-experimental model comparing pre-testing group andpost-testing control group,” the experiment is divided into two groups which are experimental group: “Application of Integration of Critical Thinking into English Teaching” and control group: “Regular Teaching.” Throughout the study, “Critical Thinking Test- Level 1,” “Critical Thinking Disposition Test,” and “Newly Revised Creative Thinking Tests” will be the main tools. Dependent one-way analysis of covariance (one-way ANCOVA) is used to analyze the obtained data. The results are as follows: 1. “Application of Integration of Critical Thinking into English Teaching” is better than “Regular Teaching” in enhancing students' critical thinking ability. 2. “Application of Integration of Critical Thinking into English Teaching” is better than “Regular Teaching” in enhancing students' critical thinking skills, especially in recognition of assumptions and deductions. 3. There are no differences to the effect of critical thinking disposition in “Application of Integration of Critical Thinking into English Teaching” and “Regular Teaching.” 4. There are no differences to the effect of creative thinking ability in “Application of Integration of Critical Thinking into English Teaching” and “Regular Teaching.”