導入批判性思考於情意教育之課程實施與學習成效探究：以「深度討論」理論模式為例

The Study on Learning Effectiveness of Incorporating Critical Thinking into an Affective Education Curriculum: A Case Study of “Quality Talk” Model

本研究探討導入「深度討論」教學理論於具情意教育內涵之課程實施，能否提升大學生批判思考與情意感知能力的學習效能，以及歷經課程學習後情意感知能力之成長變化。課程設計以結合「深度討論」與情意表達之學習模式，透過理性思辨與互動討論、動手實踐於情意教育內涵課程學習，提升大學生批判思考與情意知能。本研究以修習「國語文能力表達」課程之149位大學生為對象，採用「批判思考意向量表」與「情緒智能量表青少年版」為量化參考，並以學習反思單及情意學習單作為質性分析之素材，研析課程實施之學習成效。研究發現，歷經導入批判思考之情意教育課程學習，顯著提升大學生換位思考、客觀論斷、同理反思等批判思考能力，且於溝通表達及情意知能學習效能亦隨之提升，即能促進大學生情緒控管、改善情感／語文表達、深化自省能力、強化批判他者、懂得尊重他者與理解客觀限制之正向發展，有效回應情意教育的目標層次。

This study aims to investigate whether incorporating “Quality Talk” model into an affective education curriculum can enhance the learning effectiveness of critical thinking and affective perception among university students, and the growth of affective perception after learning the curriculum. The course design introduces the learning mode of “Quality Talk” and evaluation of affective expressions. It emphasizes learning through rational thinking with interactive discussions and hands-on practice in an affective education curriculum, in the hope of enhancing the critical thinking and affective knowledge of university students. The study was conducted on 149 university students who participated in the “Ability Of Expressing In Spoken And Written Chinese.” The “Critical Thinking Disposition Scale” and the “Emotional Quotient Inventory” were used as quantitative references to assess the learning effectiveness of the course. The “Final Reflections Sheet,” the “Emotional Expression Reflective Narrative Learning Sheet,” and the “Emotional News Reading Summary and Reflections Learning Sheet” were also considered as materials for qualitative analysis to investigate the learning effectiveness of the course. The study found that university students’ critical thinking abilities such as understanding other viewpoints, making objective judgments, and empathy were significantly enhanced through the integration of critical thinking into the affective curriculum. Meanwhile, the learning effectiveness of expressions and affective knowledge was also enhanced, i.e., university students managed to improve their emotional awareness, expression of feelings and thoughts, and abilities of self-respect, guidance, and control. This can lead to a positive development of emotional control, improved emotional/language expression, enhanced self-reflection and criticism, respect for others, and release of predetermined limitations, thus effectively responding to the target level of affective education. Finally, this study discusses and recommends its results as a reference for teachers of language courses in their subsequent teaching and research.