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
Author(s):
Chun-Lung Chi (General Education Center, Tatung University)
Abstract:
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.
Keywords:
critical thinking、Chinese language teaching、affective education、teaching practice、Quality Talk
