批判性思考能力(Critical thinking)與問題解決能力、創造力、溝通能力、合作能力、創新能力並列為二十一世紀不可或缺的技能。在各個領域中，批判性思考能力都是很重要的技能之一，能幫助人們進行思考，解決生活中、課業中、工作中所遇到的各種問題。而過去的研究中證明了批判性思考能力是可以經過訓練來提升的。批判性思考能力必須從小開始培養，但是文獻中大多都是針對成年人所設計的課程，鮮少有專門為國小生所設計的批判性思考能力提升課程。因此本研究的目的是為了開發出一套能夠提升國小生批判性思考能力的學習課程，並搭配IOS平台上的Explain Everything Collaborate程式，進行學習內容的建置。本研究利用故事閱讀搭配批判性思考問題回答、故事改編等學習活動，設計了三種學習策略，分別是個人學習、傳統合作學習、拼圖式合作學習，來提升國小生的批判性思考能力。本研究以準實驗法將學生隨機分配至「個人學習組」、「傳統合作學習組」與「拼圖式合作學習組」，並進行六堂課之實驗，前後兩堂課分別為前後測，中間四堂課則為批判性思考能力課程，共有79位國小四年級生完成本實驗。其研究結果顯示：(1) 經過本批判性思考能力教學課程，能有效提升批判性思考能力；(2) 傳統合作學習組與拼圖式合作學習組在提升批判性思考能力上，皆顯著優於個人學習組；(3) 傳統合作學習組與拼圖式合作學習組兩組間，在提升批判性思考能力上沒有顯著影響。本研究建議未來可以在閱讀理解環節中加入配音，加深學生的聽覺刺激，並拉長培養的時間，探討各組學生在培養批判性思考能力過程中的狀況。另外在拼圖式合作學習組中，可加入知識分享後的檢驗過程，確保每位學生都有完成所有學習活動。

Critical thinking is combined with problem-solving, creativity, communication, cooperation, and innovation as indispensable skills for the 21st century. In all fields, critical thinking is one of the most important skills that can help people think and solve various problems encountered in life. And past research has shown that critical thinking can be improved through training. Critical thinking skills must be cultivated from an early age, but most of the literature is about courses designed for adults, and there are few critical thinking ability improvement courses specifically designed for elementary school students. Therefore, the purpose of this study is to develop a set of learning courses that can improve the critical thinking ability of elementary school students, and build the learning content with the Explain Everything Collaborate program on the IOS platform. This study uses story reading with critical thinking question answering, story adaptation, and other learning activities to design three learning strategies, namely individual learning, traditional cooperative learning, and jigsaw learning, to improve the critical thinking skill of primary school students. This study uses quasi-experimental methods to randomly assign students to the "personal learning group", "traditional cooperative learning group" and "jigsaw learning group", and conduct experiments in six lessons. The four lessons are critical thinking courses. A total of 79 fourth graders in elementary school completed this experiment. The research results show that: (1) the critical thinking skill teaching course can effectively improve the critical thinking skill; (2) the traditional cooperative learning group and the jigsaw learning group are significantly superior in improving critical thinking skill with Individual study group; (3) There is no significant effect on improving the critical thinking ability between the traditional cooperative study group and the jigsaw learning group. This study suggests that dubbing can be added to the reading comprehension in the future to deepen the students' auditory stimulation and lengthen the training time, and explore the situation of students in each group in the process of developing critical thinking skills. In addition, in the jigsaw learning group, the inspection process after knowledge sharing can be added to ensure that each student has completed all learning activities.

目錄
論文審定書 i
致謝 ii
摘要 iii
Abstract iv
目錄 vii
圖目錄 ix
表目錄 x
第一章、緒論 …………………………………………………………………1
第一節、 研究背景與動機 ......................................... 1
第二節、 研究目的 ............................................... 2
第三節、 研究問題 ............................................... 2
第二章、文獻探討...............................................4
第一節、 批判性思考能力 ......................................... 4
第二節、 合作學習 ............................................... 6
第三章、策略設計與系統介紹.....................................9
第一節、 策略設計 ............................................... 9
第二節、 學習活動 .............................................. 12
第三節、 故事內容 .............................................. 14
第四節、 批判性思考問題 ........................................ 15
第五節、 Explain Everything Collaborate 功能介紹 .................... 16
第四章、研究方法..............................................21
第一節、 研究假說 .............................................. 21
第二節、 研究工具 .............................................. 21
第三節、 實驗設計 .............................................. 23
第四節、 資料分析 .............................................. 28
第五章、結果與討論............................................29
第一節、 人口統計資料 .......................................... 29
第二節、 批判性思考能力分析 .................................... 30
第三節、 綜合討論 .............................................. 35
第六章、結論..................................................38
第一節、 研究發現 .............................................. 38
第二節、 研究貢獻 .............................................. 39
第三節、 研究限制 .............................................. 40
第四節、 未來研究 .............................................. 40
參考文獻. .....................................................42
附錄一、批判性思考問題........................................47
附錄二、前後測系統題目........................................50

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