高中公民與社會全球議題批判思考教學之行動研究

Abstract

本研究旨在探究高中公民課程教師在研發與設計全球議題之批判思考教學方案時，所遇到的困難與挑戰，進而如何修正與解決問題，並從中了解高中學生之批判思考能力。本研究採取行動研究途徑，結合「參與觀察法」、「訪談法」與「文件分析法」等方式，利用學生學習單、教師錄音紀錄與教學札記、觀課紀錄表、學生回饋單、訪談記錄等研究工具作為資料蒐集之依據。 本研究於103學年度第二學期正式實施，研究場域為研究者任教之臺北市某公立高中，研究者配合高中三年級公民選修課程內容，採取特別課程設計，以「烏克蘭危機總動員」與「你是全球大買家？」為主題，設計全球議題批判思考教學方案。研究者任教三個班級，研究對象共計約120人。研究者亦邀請校內教師擔任協同研究者，對研究者在批判思考教學設計和實施過程中給予建議，並進行觀課紀錄，做為研究者修正和反思教學方案的重要參考。 研究結果發現，全球議題批判思考教學方案可以提升學生對於公民課程的學習興趣與動機；小組討論與活動方式讓學生成為學習的主體，並從中建構自我的知識歷程；多元評量方式能讓學生展現批判思考意識，進而反思自身價值與信念。最後研究者針對行動研究中，所遭遇的問題和困難提出修正策略與方法，並對未來教學實務操作給予建議，以利後續研究之參考。This research aims to explore the problems a senior high school Civics teacher encounters when developing a lesson plan for teaching critical thinking on global issues, as well as how the teacher solves these problems. It also aims to understand the critical thinking abilities of senior high students. This study employs the action research approach, and gathers data through participating observation, interviews and document analysis. Research instruments include student worksheets, teacher’s class recordings and teaching journals and class observation records, along with student feedback sheets and interview records. This study was conducted during the second semester of the academic year of 2014-2015, using three twelfth grade classes (120 students in total) at a Taipei municipal senior high school as the study field. The researcher designed a lesson plan for teaching critical thinking on global issues to tie-in with the twelfth grade Elective Civics and Society curriculum. The researcher also invited his colleagues to be co-researchers. The advice and class observation records they provided are important references for the researcher when modifying and reflecting on the lesson plan. Based upon the action research results, this study finds that the implementation of the lesson plan can increase students’ interest and motivation in learning the Civics curriculum. Also, through group discussion and activities, students become the subject of learning and construct their own knowledge. Furthermore, multiple assessment methods can help students show their critical thinking awareness, as well as reflect on their values and beliefs. Finally, the researcher provides solutions regarding the problems and difficulties that were encountered during the research process and makes some suggestions for future researchers.