國際文憑英語教科書中的思考活動之內容分析

Abstract

本研究旨在探討思考技能和思考層級在教科書活動的分布、思考活動運用大腦外思考的情形，以及思考活動回應語言學科本質的情形。本研究採內容分析法，分析Hodder Education出版的四冊國際文憑中學項目語言習得英語教科書。研究結果發現：首先，就思考技能分布而言，批判思考技能的頻數最高，創意思考技能次之，整合思考技能最少；批判思考技能的「評估證據和論點」、創意思考技能的「創造原創作品和想法；以新的方式使用現有作品和想法」與整合思考技能「在陌生情境中應用技能和知識」的次數最多。接著，就思考層級的分布而言，多重結構與關聯結構的頻數最高，單一結構次之，擴展抽象最少；辨識、討論、評估、解釋、創造為出現次數最頻繁的思考層級次類目；思考層級的動詞組合呈現複合式與遞進式。就思考活動運用大腦外思考而言，身體參與層面包含肢體運用、角色扮演，以及情意技能融入；工具和環境運用層面包含圖像組織工具、科技工具、模型、教室展示牆；社會協作層面以兩人一組的分組形式為主，有的呈現人數規劃的彈性，任務形式以討論與分享為主。最後，就語言習得學科本質而言，思考活動安排分析與創作多模態文本，對應「作為學習本身的多模態」。根據結果，本研究提供以下建議：從學科本質和活動規模思索創意思考技能與整合思考技能的融入機會；平衡融入不同思考層級，考量創意思考和整合思考來提升擴展抽象比例；大腦外思考運用可配合特定主題，並於活動指令凸顯項目、方法和益處；依據「作為學習本身的多模態」，設計「分析與創作多模態文本」的活動。未來研究方向包含探索教科書的不同思考面向、運用SOLO分類法時從教科書提取能力描述動詞，以及訪談教科書編者。The aim of this study is to examine the distribution of thinking skills and levels of thinking in textbook activities, the incorporation of the extended mind in thinking tasks, and the extent to which these activities reflect the nature of the language subject. Employing content analysis, the study examined four Language Acquisition English textbooks for the International Baccalaureate Middle Years Programme (IB MYP), published by Hodder Education.The findings are as follows: First, regarding the distribution of thinking skills, critical thinking skills appeared most frequently, followed by creative thinking, with transfer skills being the least represented. The most common subcategories were “Evaluate evidence and arguments” under “Critical-thinking skills”, “Create original works and ideas; use existing works and ideas in new ways” under “Creative-thinking skills”, and “Apply skills and knowledge in unfamiliar situations” under “Transfer skills”. Second, in terms of levels of thinking, Multistructural and Relational were the most prevalent, followed by Unistructural, with Extended Abstract being the least observed. The most frequently occurring verbs included identify, discuss, evaluate, explain, and create. The combinations of these verbs often reflected compound and progressive structures. Third, regarding the incorporation of the Extended Mind in thinking activities, three dimensions were observed: Physical engagement (e.g., body movement, role-play, integration of affective skills), Use of tools and environment (e.g., graphic organizers, technological tools, models, classroom display walls), and social collaboration (e.g., The social collaboration dimension primarily features pair work, with some tasks allowing flexibility in group size. The activities mainly take the form of discussions and sharing.). Finally, in relation to the nature of the language acquisition subject, the design of thinking activities involving analysis and creation of multimodal texts corresponded to the concept of “Multimodality as Learning”.Based on the results, this study offers the following suggestions: Expand the inclusion of creative and transfer thinking skills by considering the nature of the subject and the scale of activities; Balance the integration of different levels of thinking while enhancing the proportion of extended abstract through creative and transfer skills; Design extended mind activities that are topic-specific and explicitly present tools, methods, and benefits in task instructions; Develop tasks focused on analyzing and creating multimodal texts in alignment with the notion of multimodality as learning. Future research could explore diverse aspects of thinking in textbooks, apply the SOLO taxonomy by extracting skill-related verbs, and conduct interviews with textbook authors.