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題名 在英文課堂中利用文學小圈圈培養臺灣高中生批判性思考
Using Literature Circles to develop critical thinking skills in a senior high EFL classroom in Taiwan
作者 林芸亦
Lin, Yun Yi
貢獻者 招靜琪
Chao, Chin Chi
林芸亦
Lin, Yun Yi
關鍵詞 文學小圈圈
批判性思考
Literature Circles
Critical thinking
日期 2012
上傳時間 2-九月-2013 17:44:28 (UTC+8)
摘要 思考是在歷史上是重要的教育目標，台灣英語教學環境過去較不重視，直到普通高級中學英文科99課綱納入批判性思考(critical thinking)與創造性思考(creative thinking)的培養後，才較重視。然而，多數英語教師仍關心該如何在教學現場融合批判思考。作者嘗試使用文學小圈圈(literature circles)引導學生閱讀，並透過學生提問、學生閱讀心得及問卷調查了解文學小圈圈對於學生思考力的提升。本文旨在研究文學小圈圈對南台灣高中生英文課堂上思考力之培養。本研究為質性個案研究，參與本研究的學生為高雄市某校三十七位高二學生。文學小圈圈教學為期七週，每週有兩節課的時間。閱讀教材為七篇短篇故事，改編自簡易小說讀本與教科書，第一和最後一篇為學生自讀，第二篇為教師示範，第三到六篇以文學小圈圈模式進行。本研究所收集的資料為學生針對第一和最後一篇自讀文章的提問和讀後感，以布魯姆(B. S. Bloom)1956 年提出的認知領域教育目標分類(A Taxonomy of Educational Objectives)來分析學生的提問和讀後感，分為六類：一、知識；二、理解；三、應用；四、分析；五、綜合；六、評鑑。
結果顯示，第一，學生的提問顯示，雖然他們在分析、綜合、評鑑等高層次方面無明顯提升，但能夠在問題中增加詮釋和應用層次。多數問題由 “why”開始也顯示出批判思考能力。本研究並發現有些學生的提問無法符合六種認知層次，這些問題基於不相關細節與嬉戲般的想像力而無法回答，然而這仍可顯示出學生用故事的細節結合自己的假設與想像，而能培養部分批判思考力的發展。學生讀後感顯示出量與質的提升，在文學小圈圈後不但字數增加，並且能在一篇心得內融入更多思考層次，增加個人自我解讀以及批判模式。由學生的問卷更可看出學生覺得文學小圈圈對他們的語言能力、合作、社交互動、學習行為習慣與態度的改變，並且有助於思考力提升。有趣的是，學生似乎將文學小圈圈任務角色的困難度和思考力做關聯，他們認為繪圖者的角色較無法提高思考力因此最容易，而推論者、提問、連結者最能提升思考力，但也相對困難。學生在文學小圈圈面臨到分組討論、語言障礙、時間壓力、角色任務、以及閱讀素材方面的困難，因此也提供了相關建議。結論提出實行文學小圈圈於台灣英語教學現場的建議，並同時提出不足之處，以供將來研究與實務參考。
Thinking has been an educational goal throughout the history (Scanlan, 2006; Wu, 2000), but it did not receive much attention in the Taiwanese EFL context until the publication of 2010 Guidelines for Senior High School English Curriculum which addedcritical and creative thinking skills. However, many English teachers are still concerned about how to incorporate critical thinking skills in regular EFL classes. Therefore, this study aims to explore how the implementation of literature circles leads to the development of critical thinking skills among senior high school students and how students perceive literature circles. The classroom researchapproach was used to conduct the study. The participants were 37 students in the second year of senior high school. During the seven-week study, the students read seven short stories: the first and last one were independent reading, the second one was the demonstration lesson, the third to sixth ones took the literature circles model. Student-generated questions and response logsin the first and last independent reading stories were collected and analyzed. The coding scheme used to evaluate students’questions and responses was adopted from Bloom’s (1956) taxonomy: (1) knowledge, (2) comprehension, (3) application, (4) analysis, (5) synthesis, and (6)evaluation.
Important findings are summarized below. First, changes in student-generated questions suggest thatthe students had slight development toward critical thinking after literature circles. Even though the students did not have much increase in analysis, synthesis, and evaluation level, they added more interpretation and
application to their questions. The prevalence of “Why” questions also indicatesthe development of critical thinking. It was also found that some of the student-generated questions did not fit into any of the six cognitive levels because they were unanswerable with irrelevant details and playful imagination. However, some critical thinking is still developed through the process when the students integrate their own hypothesis and imagination based on the irrelevant details of the story.Changes in student-generated responses show the increase in quantity and quality with more variety of cognitive levels. The responses also suggest the development of students’ thinking in personal interpretive and critical modes. Students’ perception questionnaire shows the advantages of literature circles, including improvement in language proficiency, development in cooperation, social interaction, learning behavior, attitudinal change, and thinking cultivation. Interestingly, the students seemed to associate the difficulty of the tasks with thinking. Therefore, the task of illustrator was regarded as the easiest because it required less thinking demand, while the task of inferrer, questioner, and connector were viewed as the most helpful in developing thinking capability yet difficult tasks. As for the difficulties and suggestions, the students encountered difficulties in group discussion, language barrier, time pressure, difficult tasks, and reading materials. Suggestions were proposed to meet their needs. Pedagogical implications,limitations, and suggestions for future studies were presented as well.
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描述 碩士
國立政治大學
英語教學碩士在職專班
96951001
101
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0969510012
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin Chien_US
dc.contributor.author (作者) 林芸亦zh_TW
dc.contributor.author (作者) Lin, Yun Yien_US
dc.creator (作者) 林芸亦zh_TW
dc.creator (作者) Lin, Yun Yien_US
dc.date (日期) 2012en_US
dc.date.accessioned 2-九月-2013 17:44:28 (UTC+8)-
dc.date.available 2-九月-2013 17:44:28 (UTC+8)-
dc.date.issued (上傳時間) 2-九月-2013 17:44:28 (UTC+8)-
dc.identifier (其他 識別碼) G0969510012en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/59629-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 96951001zh_TW
dc.description (描述) 101zh_TW
dc.description.abstract (摘要) 思考是在歷史上是重要的教育目標，台灣英語教學環境過去較不重視，直到普通高級中學英文科99課綱納入批判性思考(critical thinking)與創造性思考(creative thinking)的培養後，才較重視。然而，多數英語教師仍關心該如何在教學現場融合批判思考。作者嘗試使用文學小圈圈(literature circles)引導學生閱讀，並透過學生提問、學生閱讀心得及問卷調查了解文學小圈圈對於學生思考力的提升。本文旨在研究文學小圈圈對南台灣高中生英文課堂上思考力之培養。本研究為質性個案研究，參與本研究的學生為高雄市某校三十七位高二學生。文學小圈圈教學為期七週，每週有兩節課的時間。閱讀教材為七篇短篇故事，改編自簡易小說讀本與教科書，第一和最後一篇為學生自讀，第二篇為教師示範，第三到六篇以文學小圈圈模式進行。本研究所收集的資料為學生針對第一和最後一篇自讀文章的提問和讀後感，以布魯姆(B. S. Bloom)1956 年提出的認知領域教育目標分類(A Taxonomy of Educational Objectives)來分析學生的提問和讀後感，分為六類：一、知識；二、理解；三、應用；四、分析；五、綜合；六、評鑑。
結果顯示，第一，學生的提問顯示，雖然他們在分析、綜合、評鑑等高層次方面無明顯提升，但能夠在問題中增加詮釋和應用層次。多數問題由 “why”開始也顯示出批判思考能力。本研究並發現有些學生的提問無法符合六種認知層次，這些問題基於不相關細節與嬉戲般的想像力而無法回答，然而這仍可顯示出學生用故事的細節結合自己的假設與想像，而能培養部分批判思考力的發展。學生讀後感顯示出量與質的提升，在文學小圈圈後不但字數增加，並且能在一篇心得內融入更多思考層次，增加個人自我解讀以及批判模式。由學生的問卷更可看出學生覺得文學小圈圈對他們的語言能力、合作、社交互動、學習行為習慣與態度的改變，並且有助於思考力提升。有趣的是，學生似乎將文學小圈圈任務角色的困難度和思考力做關聯，他們認為繪圖者的角色較無法提高思考力因此最容易，而推論者、提問、連結者最能提升思考力，但也相對困難。學生在文學小圈圈面臨到分組討論、語言障礙、時間壓力、角色任務、以及閱讀素材方面的困難，因此也提供了相關建議。結論提出實行文學小圈圈於台灣英語教學現場的建議，並同時提出不足之處，以供將來研究與實務參考。		zh_TW
dc.description.abstract (摘要) Thinking has been an educational goal throughout the history (Scanlan, 2006; Wu, 2000), but it did not receive much attention in the Taiwanese EFL context until the publication of 2010 Guidelines for Senior High School English Curriculum which addedcritical and creative thinking skills. However, many English teachers are still concerned about how to incorporate critical thinking skills in regular EFL classes. Therefore, this study aims to explore how the implementation of literature circles leads to the development of critical thinking skills among senior high school students and how students perceive literature circles. The classroom researchapproach was used to conduct the study. The participants were 37 students in the second year of senior high school. During the seven-week study, the students read seven short stories: the first and last one were independent reading, the second one was the demonstration lesson, the third to sixth ones took the literature circles model. Student-generated questions and response logsin the first and last independent reading stories were collected and analyzed. The coding scheme used to evaluate students’questions and responses was adopted from Bloom’s (1956) taxonomy: (1) knowledge, (2) comprehension, (3) application, (4) analysis, (5) synthesis, and (6)evaluation.
Important findings are summarized below. First, changes in student-generated questions suggest thatthe students had slight development toward critical thinking after literature circles. Even though the students did not have much increase in analysis, synthesis, and evaluation level, they added more interpretation and
application to their questions. The prevalence of “Why” questions also indicatesthe development of critical thinking. It was also found that some of the student-generated questions did not fit into any of the six cognitive levels because they were unanswerable with irrelevant details and playful imagination. However, some critical thinking is still developed through the process when the students integrate their own hypothesis and imagination based on the irrelevant details of the story.Changes in student-generated responses show the increase in quantity and quality with more variety of cognitive levels. The responses also suggest the development of students’ thinking in personal interpretive and critical modes. Students’ perception questionnaire shows the advantages of literature circles, including improvement in language proficiency, development in cooperation, social interaction, learning behavior, attitudinal change, and thinking cultivation. Interestingly, the students seemed to associate the difficulty of the tasks with thinking. Therefore, the task of illustrator was regarded as the easiest because it required less thinking demand, while the task of inferrer, questioner, and connector were viewed as the most helpful in developing thinking capability yet difficult tasks. As for the difficulties and suggestions, the students encountered difficulties in group discussion, language barrier, time pressure, difficult tasks, and reading materials. Suggestions were proposed to meet their needs. Pedagogical implications,limitations, and suggestions for future studies were presented as well.		en_US
dc.description.tableofcontents Table of Contents
Dedication Page………………………………………………………………………iii
Acknowledgments.........................................................................................................iv
Chinese Abstract...........................................................................................................xi
English Abstract..........................................................................................................xiii
Chapter One: Introduction……………………………………….………………..…1
Background and Motivation.................................................................................1
Purpose of the Study.............................................................................................6
Research Questions...............................................................................................6
Significance of the Study......................................................................................6
Chapter Two: Literature Review……………………………………………….…….9
Critical Thinking ..................................................................................................9
Brief History of Critical Thinking and Its Definition.....................................9
Teaching Critical Thinking...........................................................................10
Literature Circles................................................................................................14
What are Literature Circles?........................................................................14
How are Literature Circles Supported by Pedagogical Theory.....................15
Cooperative Learning and Zone of Proximal Development.................15
Reader Response Theory.......................................................................16
Connection between Critical Thinking and Literature Circles...........................16
Connection between Reading and Thinking.................................................16
Literature Circles and Critical Thinking.......................................................17
Roles in Literature Circles Supported by Comprehension Strategies..19
Empirical Studies of Literature Circles in Taiwan…….......................20
Summary.............................................................................................................21
Chapter Three: Methodology…………………………………..………………..…23
Research Design..................................................................................................23
Setting...........................................................................................................23
Participants....................................................................................................23
Materials.......................................................................................................24
Procedure of the Study..................................................................................25
Data Collection...................................................................................................30
Data Analysis......................................................................................................30
Chapter Four: Results…………………………………………………..………..…35
Student-generated Questions and Responses…………………….........……....35
Categorization of Students’ Questions…………………………….…….....36
Shift from Knowledge Level to Comprehension Level…………...….38
Most Increase in Application Questions…………………………...…39
Students’ Analyzing Abilities across the Two Stories……………..….39
Development in Synthesis and Evaluation Questions ………….…....42
Not in the Six Cognitive Levels…………………………….....……...43
Categorization of Students’ Responses………….…………………………45
Increase in Frequency and Words/Sentences…………………...…….47
Few Knowledge Responses.................................................................47
Making Associations in the Application Phase....................................48
Presenting Viewpoints..........................................................................50
1.Descriptive responses with interpretation ................................50
2.Analytical and critical responses...............................................51
3.Evaluation in the responses........................................................52
Very Sew Synthesis responses in Both Stories.....................................54
Other Sharing of Personal Feeling and Self-reflection.........................55
Decline in the Responses not in the Six Levels………..….……….....57
Students’ Perception Questionnaire…………………..……………………......58
Learning from Literature Circles and Group Discussions………….....…...58
Language Proficiency...........................................................................60
Multiple Perspectives...........................................................................62
Thinking Skills.....................................................................................64
Cooperation..........................................................................................65
Positive Social Interaction....................................................................65
Discussion Skills..................................................................................66
Change of Learning Behavior and Attitude.........................................67
Self-evaluation of the Development of Critical Thinking............................67
Evaluation of the task sheets in Literature Circles........................................72
The Roles of Inferrer, Questioner, and Connector in LCs…..……..…74
Students’ Difficulties of Literature Circles and their Suggestions..…….....75
Students’ Difficulties of Literature Circles.......................................75
Students’ Suggestions of Literature Circles......................................78
Summary………………………………………………………….…………....82
Chapter Five: Discussion of the Results……………………………………..…….83
Literature Circles and Critical Thinking.............................................................83
Changes in Student-generated Questions.....................................................83
Adding Interpretation and Application into the Questions....................83
Traces of Development in Higher Level Thinking ................................84
Prevalence of “Why” Questions and the Relationship with Critical Thinking………………………………………………….….........85
Other Unexpected Findings in Students’ Questions…………………...87
Changes in Student-generated Responses……………………………...…..88
Increase in Quantity and Quality…………………………………..…..88
Promoting thinking in Personal Interpretive and Critical Modes of Response Writing………………………………………….….…..88
Students’ Perception of Literature Circles………………………………….….91
Advantages of Literature Circles..……………………………………..…..92
Improvement in Language Proficiency…………………………….......92
Development in Cooperation, Social Interaction, Learning Behavior and Attitude…………………………………………………………...94
Students’ Perception towardCritical Thinking………………….……….……95
Students’ Perception of Their Improvement in Critical Thinking..........95
The Association of Difficulty of the Task Sheets and Thinking development………………………………………………………97
Students’Difficulties and Suggestions for LCs.................................................99
Summary………………………………………………………………….….101
Chapter Six: Conclusion………………………………………………………..…103
SummaryoftheFindings……………………………………………………..103
Pedagogical Implications………………………………………….……….…104
Limitations oftheStudy………………………………………………………105
Suggestions for Future Research …………………………………………….105
Conclusion………………………………………………………….………...106
References..................................................................................................................109
Appendixes.................................................................................................................123
Appendix A: Reading Materials........................................................................123
Story A. Soapy’s Choice
Story B. Witches’ Loaves
Story C. After Twenty Years
Story D. Tildy’s Moment
Story E. The Necklace
Story F. The Lady or the Tiger.
Story G. One Thousand Dollars
Appendix B: Role Sheets..................................................................................142
Appendix C: Worksheets of Questions.............................................................146
Appendix D: Response Log (Free Writing)......................................................147
Appendix E: Literature Circles Self-Evaluation...............................................148
Appendix F:Perception Questionnaire (in Chinese)........................................149		zh_TW
dc.format.extent 1914625 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0969510012en_US
dc.subject (關鍵詞) 文學小圈圈zh_TW
dc.subject (關鍵詞) 批判性思考zh_TW
dc.subject (關鍵詞) Literature Circlesen_US
dc.subject (關鍵詞) Critical thinkingen_US
dc.title (題名) 在英文課堂中利用文學小圈圈培養臺灣高中生批判性思考zh_TW
dc.title (題名) Using Literature Circles to develop critical thinking skills in a senior high EFL classroom in Taiwanen_US
dc.type (資料類型) thesisen
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