培養思辨創造能力之高中英文課堂補充教材形成性研發

Abstract

本研究旨在探討如何利用教材編製具體實踐高中英文課程綱要目標。研究主題是：民國99年教育部頒布《普通高中必修科目英文課程綱要》第二項目標：「培養以英語文進行邏輯思考、分析、判斷與整合創新的能力」。本研究透過五個形成性發展階段研發一課內補充教材範例，此五個階段為：編纂預備期(專家諮詢)、教材原型編製、教材試用及使用者意見回饋、原型修正(二度專家諮詢)、教材成品產出。 本研究探討教材中哪些特色元素有助於學生思考能力之訓練，並實際研發適合提供於每課的補充材料與活動。研究發現：特色元素包括具爭議探討性的內容、文本組織特色、問答活動設計、以及異質性分組活動。至於本研究所研發的補充教材，是經由參考Anderson及Krathwohl (2001)修正Bloom的認知階層分類、99課綱的能力指標、以及Fairclough (1989)的批判性語言覺識(critical language awareness approach)，發展出模組(model)，最後編寫而成。此補充教材考量了學生的需求與能力、融入聽說讀寫技能、並依據思考層次的高低訂出選用次序及難易度。 本研究以教材實例表現如何具體實踐課綱理念的作法，希能作為英語教師及教科書編輯者的參考。至於本研究所發展出的模組適用於英文教材文本的各種文體，亦可供教師在選擇教科書時，評估其是否有助於促進學生邏輯及創造性思考。

The study aims to explore some practical means to facilitate the realization of one of the goals in the 2010 Curriculum Guidelines for Senior High School English: students have to develop their abilities to think logically, judge, integrate and innovate. A sample set of supplementary in-class materials are developed through formative development of five phases: pre-compilation preparation (consultation with experts), prototype compilation, trial teaching and user feedback, further consultation with experts, and compilation of the final product. The researcher probed into the features that contributed to the fostering of critical thinking abilities in the lesson design of senior high school English textbooks and investigated what could be provided as supplements to a textbook lesson to enhance the fostering of critical thinking abilities. The features that were found to play a role in the design of instructional materials are controversy in text content, text organization, question-and-answering implementation, and heterogeneous grouping in activity design. The sample materials compiled in the study were based on a model derived on the basis of Bloom’s Taxonomy updated and revised by Anderson and Krathwohl (2001), the competence descriptors mentioned in the 2010 Curriculum Guidelines, and Fairclough’s (1989) critical language awareness approach. Considerations in the design of the sample materials include the students’ needs and proficiency levels, integration of four skills, and the thinking process with a hierarchy scale of priorities and difficulties. The present study has provided an example of how to explicate the ideas in the curriculum guidelines as a reference for English teachers and EFL teaching materials developers. The model mentioned earlier can be used with texts of different genres. It can also serve as a checklist for teachers to evaluate a textbook and examine whether it enhances critical thinking instruction.