| Summary: | 博士 === 國立臺灣師範大學 === 英語學系 === 102 === The study aims to explore some practical means to facilitate the realization of one of the goals in the 2010 Curriculum Guidelines for Senior High School English: students have to develop their abilities to think logically, judge, integrate and innovate. A sample set of supplementary in-class materials are developed through formative development of five phases: pre-compilation preparation (consultation with experts), prototype compilation, trial teaching and user feedback, further consultation with experts, and compilation of the final product.
The researcher probed into the features that contributed to the fostering of critical thinking abilities in the lesson design of senior high school English textbooks and investigated what could be provided as supplements to a textbook lesson to enhance the fostering of critical thinking abilities. The features that were found to play a role in the design of instructional materials are controversy in text content, text organization, question-and-answering implementation, and heterogeneous grouping in activity design. The sample materials compiled in the study were based on a model derived on the basis of Bloom’s Taxonomy updated and revised by Anderson and Krathwohl (2001), the competence descriptors mentioned in the 2010 Curriculum Guidelines, and Fairclough’s (1989) critical language awareness approach. Considerations in the design of the sample materials include the students’ needs and proficiency levels, integration of four skills, and the thinking process with a hierarchy scale of priorities and difficulties.
The present study has provided an example of how to explicate the ideas in the curriculum guidelines as a reference for English teachers and EFL teaching materials developers. The model mentioned earlier can be used with texts of different genres. It can also serve as a checklist for teachers to evaluate a textbook and examine whether it enhances critical thinking instruction.
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