批判性思考教學與研究批判性思考教學與研究

講演者：溫明麗講演者：溫明麗國立台灣師範大學教授國立台灣師範大學教授

http://web.ed.ntnu.edu.tw/~t04008http://web.ed.ntnu.edu.tw/~t04008

日期：日期： 20072007 年年

OutlineOutline The Nature of CTThe Nature of CT Why do we need critical thinking?Why do we need critical thinking? The functions of Critical ThinkingThe functions of Critical Thinking As a Critical ThinkerAs a Critical Thinker Elements of thoughts and Domains, Key Performance Elements of thoughts and Domains, Key Performance

Indicators, and Standardizing Your Thoughts Indicators, and Standardizing Your Thoughts How to teach for Critical Thinking?How to teach for Critical Thinking? 3 types of Questions, Socratic Questioning3 types of Questions, Socratic Questioning Role-Playing Role-Playing Research: Research: Set up a research theme, Literature Review – Set up a research theme, Literature Review –

critical reading, Methods for Critical Readingscritical reading, Methods for Critical Readings

The Nature of CTThe Nature of CT Definition: Definition: An An autonomous personautonomous person to think to think dialectidialecti

callycally, through, through enquiry enquiry, , reflectionreflection, , emancipationemancipation, a, and nd reconstructionreconstruction to make one’s own life to make one’s own life more reamore reasonable, sonable, including feeling, attitude, action, habits oincluding feeling, attitude, action, habits of mind, and moral judgment.f mind, and moral judgment.

精神精神 : Reason + Affection: Reason + Affection方法方法 : thesis: thesis antithesis antithesis synthesis synthesis Questioning Questioning Questioning … Questioning … Reflection Reflection Reflection … Reflection …

質疑與反省能力舉隅質疑與反省能力舉隅 觀察入微觀察入微 明確認知明確認知 解釋與分析解釋與分析 演繹與歸納演繹與歸納 比較與對比比較與對比 預測與推論預測與推論 反證與辯證反證與辯證 少婦與老嫗少婦與老嫗

解放與重建能力舉隅解放與重建能力舉隅

謙沖與知汝無知 再度檢證自己的價值觀 創造替代方案 多元思考方式 認同暫時真理觀 精確選擇與判斷 舉一反三之轉化能力

The functions of CTThe functions of CT Critical thinking can Critical thinking can get rid of our garbageget rid of our garbage data and data and

ideas, and then ideas, and then deeply internalize powerful ideasdeeply internalize powerful ideas. . （去蕪存菁）（去蕪存菁）

Successfully solve problems:Successfully solve problems:

a) Defining the problem preciselya) Defining the problem precisely

b) Checking to ensure something you can controlb) Checking to ensure something you can control

c) Formulating possible solutions and working out altc) Formulating possible solutions and working out alternativesernatives

Know-yourself better: SWOT analysisKnow-yourself better: SWOT analysis

As a Critical ThinkerAs a Critical Thinker

Recognize the quality of my life.Recognize the quality of my life. Identifying productive experiences.Identifying productive experiences. Replacing garbage ideas with powerful ideas.Replacing garbage ideas with powerful ideas. Maximizing the effectiveness of actions.Maximizing the effectiveness of actions. Minimizing the weaknessesMinimizing the weaknesses.. Gearing up self-confidence.Gearing up self-confidence. Motivating to learn more continuouslyMotivating to learn more continuously..

Elements of thoughts and Domains Elements of thoughts and Domains

Different Different fieldfield

Changing Changing fieldfield

Integrated Integrated fieldfield

New fieldNew field

Questions at issue

Concept

Assumption

Viewpoint

Implication

Interpretation

Information

Solving problem

CTCT

Key Performance IndicatorsKey Performance Indicators

Productivity Productivity Quality of work Quality of work Initiative Initiative Ability to solve problemsAbility to solve problems Teamwork Teamwork

Standardizing Your ThoughtsStandardizing Your Thoughts

Information

Interpretation

Assumption & Criticism

How to teach for Critical Thinking?How to teach for Critical Thinking?

Questions usingQuestions using Socratic questioningSocratic questioning Role-playingRole-playing

3 types of Questions3 types of Questions

Focus on the elements of thought: purpose, Focus on the elements of thought: purpose, concepts, assumptions, information, opinionsconcepts, assumptions, information, opinions

Focus on the standards of thought: clarity, Focus on the standards of thought: clarity, accuracy, relevance, depth, breadthaccuracy, relevance, depth, breadth

Distinguishing commonality & differencesDistinguishing commonality & differences

Socratic QuestioningSocratic Questioning

Example: Example: 蘇格拉底的例子蘇格拉底的例子 Methods: Truth, Meaning, Extending the breadMethods: Truth, Meaning, Extending the bread

th and depth of thinking.th and depth of thinking. Strategy: Strategy: What do you mean?What do you mean? Is your basic point A or B? Is your basic point A or B? Why do you pick up this point?Why do you pick up this point? How you get this decision?How you get this decision? Could you explain it further? Could you explain it further?

Socratic DiscussionSocratic Discussion

What do we always think?

What are the Reasons

EvidencesAssumptions

Conflicting views

Common SensesMost people are lazy

Role-PlayingRole-Playing FactsFacts BeliefsBeliefs JudgmentsJudgments TruthsTruths

步驟：步驟：Discern the differences between the above concepts Discern the differences between the above concepts

Proposing opposing views Proposing opposing views

Reconstructing new viewsReconstructing new views

學習者中心的學習設計學習者中心的學習設計

課程課程教學教學資源資源

行為績效模式

資訊處理模式

社會模式個人模式

課程設計課程設計 考量學生學習成效考量學生學習成效 重視家長的選擇權重視家長的選擇權 配合學校的計畫配合學校的計畫 善用社區的資源善用社區的資源 經費與師資的充足經費與師資的充足 文化與社區的價值觀文化與社區的價值觀

學習類型學習類型

學習類型分佈 – 思、覺、行、盼學習類型分佈 – 思、覺、行、盼

行動型行動型

HowHow

行行

思思

盼盼

覺覺

歷 程

演說型演說型

What IfWhat If

理想型理想型

WhyWhy

分析型分析型

WhatWhat

The characteristics of Learning StylesThe characteristics of Learning Styles

分析型：「 分析型：「 whatwhat 」」 style style （思（思 ++ 盼）盼） 擅長分析、敏銳細微、深思熟慮擅長分析、敏銳細微、深思熟慮 行動型：「行動型：「 howhow 」」 stylestyle （思（思 ++ 行）行） 身手矯捷、快人快語、追求實效身手矯捷、快人快語、追求實效 理想型：「理想型：「 whywhy 」」 stylestyle （覺（覺 ++ 盼）盼） 想像力豐富、具前瞻性、追根究底想像力豐富、具前瞻性、追根究底 演說型：「 演說型：「 what ifwhat if 」（覺」（覺 ++ 行）行） 滔滔不絕、善於論辯、旁敲側擊滔滔不絕、善於論辯、旁敲側擊

Set up a research themeSet up a research theme

What: meaning, contents, framework, What: meaning, contents, framework, resources, situations…resources, situations…

Why: motivations & abilities , aims, Why: motivations & abilities , aims, contributionscontributions

How: Methods & designs How: Methods & designs Is it significant: In what way? To whom? How Is it significant: In what way? To whom? How

long (When)?---long (When)?---VisionVision

Literature Review – critical readingLiterature Review – critical reading

Abstract Abstract

ConceptsConcepts

List the topic sentences

List the main ideas

Transfer the ideas into figuresTransfer the ideas into figures

Methods for Critical ReadingsMethods for Critical Readings Taking notes and preparing it for the convenient and Taking notes and preparing it for the convenient and

effective use.effective use. Grasping the main idea and its sub-ideas: Grasping the main idea and its sub-ideas: 相似與相同、對立相似與相同、對立 Reorganizing the data.Reorganizing the data. Expending the idea via explanation, interpretation, gaExpending the idea via explanation, interpretation, ga

thering data, assess assumption, giving examples, appthering data, assess assumption, giving examples, application…lication…

Viewing the opposite points.Viewing the opposite points. Proposing your critique on it, making strategies or suProposing your critique on it, making strategies or su

ggestions.ggestions.

Keep you feel at peace with the world!

Watching the world carefully, and enjoyiWatching the world carefully, and enjoying the life…ng the life…

生命的磚塊生命的磚塊..ppspps