批判性思考與教學－對話、解放與重建

Critical Thinking and Its Pedagogy: Dialogue, Emancipation and Reconstruction

本文主要透過批判性思考本質之探索，更深入掌握批判性思考教學的目標、功能、限制、定義及其教學方法與評量等提升學生批判性思考能力的可行途徑，期能有助於教師推動批判性思考教學之成效。為達此目的，本文從以下四方面進行論述：（一）釐清批判性思考的本質，包括批判性思考與工具理性的關係、批判性思考與理性的異同；（二）批判性思考能力的培養沒有年齡的限制，但與學習者的背景知識有關，且批判性的教學依據教學目標與學生背景知識，可以採取單獨設科或跨領域之融入式的課程設計，期望達成提升批判性思考能力及轉化能力；（三）批判性思考的有效教學策略應該在民主的氛 圍下進行，故以開放式對話、辯證式討論，激發學生自省、乃至於從內在重建其價值觀為鵠地；（四） 批判性思考的評量方式可以透過觀察、情境式問題解決內容、或開放式價值建構的內容來評量。最後，本文基於對批判性思考的本質、全球化的教育發展趨勢、以及資訊科技社會可能引發的宰制性，提出批判性思考能力的培養是時代趨勢的教育呼籲。

This article examines the nature of critical thinking, particularly as it involves functions, limits and definition of critical thinking, and the critical thinking pedagogy is to be explored, including the goal, curriculum design, instruction strategies, principles and even assessment, and so on. Then, as the argument of critical thinking becoming a trend of education in this new era is launched through the following discussions: a) clarifying the nature of critical thinking, as it is mistaken as a reason, and fights against the instrumental reason; b) the background knowledge and transferability of a critical thinker are highlighted to indicate the appropriate disciplinary; c) a democratic ethos is required and dialogue and dialectic discussion, viz., reflection, emancipation and reconstruction of value system should be indispensable for critical thinking pedagogy; and d) the effectiveness of critical thinking pedagogy shows its possibilities via problem-solving or deliberative observations. Accordingly, with the globalization and the development of digital technology, critical thinking must become a significant competence in a way of educational activities.