| Summary: | 碩士 === 國立屏東科技大學 === 技術及職業教育研究所 === 98 === The purpose of this study is to probe into the effects of teaching critical thinking in History subject on junior high school students’ critical thinking skills and critical thinking disposition. This study adopts quasi-experimental design, which is carried out on 71 students in total from two classes in a junior high school in Pingtung County. One of the two classes is the experiment group with 35 students; the other is the control group with 36 students. Critical thinking approach in History subject is implemented in the experiment group while the traditional teaching method is implemented in the control group.
The quantity-data-collection instruments include “Critical Thinking Test-LevelⅠ,CTT-Ⅰ” and “Critical Thinking Disposition Appraisal”, which are used to find out if teaching critical thinking in History is able to achieve the teaching goals of improving students’ critical thinking ability and disposition.
What indicated below are the results with the quantity analysis:
1.After the experiment, the total score of students in the experiment group is significantly higher than those in other group. In addition, the performance of students in the experiment group in “Inference” item is better than those in the control group, but the performance of the students of two groups isn’t siginificantly different in “Recognition of Assumptions”, “Deductions”, “Interpretations”, and “Evaluation” items.
2.In the experiment group, the total score of students’ critical thinking disposition is obviously higher than the other group. Moreover, their performance in the items of “Systematicness and Analyticity”, “Open-mindedness and Empathy”, and“Entirety and Reflection” is also apparently superior.
Based on the findings and conclusion of this study, here are some suggestions for further research:
1.The critical thinking teaching mode could be adopted to promote students’ critical thinking ability and disposition in History subject in junior high school.
2.Increase the duration of experimental teaching for developing students’ internalization of critical thinking ability and disposition.
3.The teaching plan should emphasize the proportions of each sub-dimension of in critical thinking ability and disposition.
4.In the future, the teaching experiment in History subject could be studied referring to a certain sub-dimension of either critical thinking ability or disposition.
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