依類型 族群 主題   
 
 
1995.06.01 ~ 1997.06.01
都市原住民與非原住民兒童批判思考能力之比較研究
族群: 跨族群  
主題: 學術研究  
作者 周雯娟
學校系所 臺北市立師範學院國民教育研究所
地點 全臺 全部  
研究內容

中心館藏網址 http://tulips.ntu.edu.tw/record=b2219924*cht

[ 摘要 ]
本研究主要目的在透過三角測量方式,蒐集學生批判思考的表現,以瞭解者市原住民與非原住民兒童批判思考能力表現的現況與差異情形,其次探討多元評量方式的效用。在量的取樣上,係以立意取樣方式,抽取臺北市原住民兒童人數最多的前10所小學之四、六年級原住民兒童與配對學生,共計156人;質的樣本則就量的抽樣學校中,抽取兩所學校之四、六年級阿美族與配對兒童,共計38人。
研究者先蒐集、閱讀、整理、歸納有關「原住民兒童」、「批判思考技巧」、「批判思考教學」的理論與相關研究,其次提出研究架構、挑選測驗工具、編製「短文寫作分析檢核表」、「專題討論觀察量表」並試用,接者進行調查、錄音、錄影、回收資料、最後做量與質的分析,並就研究結果逐一討論。
本研究結果主要發現如下:
一、質與量的結果皆顯示:都市原住民與非原住民兒童批判思考的表現屬於中上。
二、國小兒童批判思考能力的表現,在年級、社經地位上,有質與量的顯著差異。
三、國小兒童批判思考能力的表現,在性別、族群別上,並無量的顯著差異,而有質的差異。
四、族群別對批判思考的表現,不因兒童年級、性別、社經地位而有顯著差異。
五、短文寫作、專題討論等評量方式使用時若能顧及兒童參與意願、成就感,則有助於其批判思考的測量。
六、透過多元管道評量,對兒童批判思考的表現較能有全面的瞭解。
最後,根據上述研究所得提出建議,作為教育行政機關、國小課程規劃,以及未來研究的參考。

[ 英文摘要 ]   The major purpose of this study is to evaluate the critical thinking capabilities of urban aborigine children and their nori-aboringine counterparts, as well as the difference therein, by means of triangulation. A secondary aim is to look into the effectiveness of a multifaceted evaluation approach.
In terms of quantitative study, 156 4th- and 6th-grade aborigine and non-aborigine pupils are sampled from Taipei''''s ten elementary schools with high attndance rate of aborigine children. Qualitatively, 38 4th -and 6th-grade Ami and non-aborigine pupils are chosen from two of the above schools.
The researcher sets out by studing doing literasture review on aborigine children, critical thinkoing skills and the teaching of critical thinking. Alongside a research framework, research instruments including formulate to assess wirting and topic-discussion skills are designed and tested. This is followed by conducting of surveys, video and audio recording, data collection and analysis in both quantitative and qualitative ways.
The main findings of this study are as follows:
1.Both qualitative and quantitative analyses conclude that the critical thinking skills of urban aborigine and non-aboringine children are largely higher than average.
2.The critical thinking capabilities of elementary school pupils vary significantly in both qualitative and quantitative terms in tandem With their respective grade and social and economic status.
3.In terms of gender and ethnic origin, there are significant qualitative diferences in the critical thinking capabilities of primary school pupils.
4.There are no significant quantitative diffences in the criticxal thinking capabilities of urban aborigine and non-aborigine children, regardless of their grade, gender, and social and economic status.
5.The assessment of pupils'''' critical thinking can be made more effectively if their willingess to participate in activities such as topic discussion and writing receives due attention.
6.A better understanding of children''''s critical thinking capabilities may be secured if multifaceted assessment approaches.
Finally, the implications of these findings to educational administrators, planners of primary school curricula and other researchers are then proposed for reference.