| Summary: | 碩士 === 國立臺北教育大學 === 國民教育學系碩士班 === 99 === Following those educational policies without entrance examination and twelve-year compulsory education, this study rethinks the meaning of the history teaching,and believes that it should be integrated with the Grade 1-9 Curriculum theory. The history teaching is not just the accumulation of knowledge, but to teach students ways of thinking.
Learning of History can make students thinkingful. Historical data collation, interpretation, understanding, analysis used to thinking in favor of critical thinking ability that is convergent thinking. Therefore, This study tries to integrate critical thinking into the history of language teaching, and looks forward to enhancing students' historical thinking and critical thinking. Students in the class learned the critical thinking, transfer it to real world, and enrich their learning and lives.
The subjects are 7-grade students. The method is an action research. There are four conclusions:
First, how to design an appropriate teaching activity for social studies of history with infusion critical thinking strategies. This study adapts infusion critical thinking strategies of Swartz (2003) in the classroom. According to three principles, and four elements, the study gets six steps. This study showed that novice teachers can lead students to produce thinking maps based on six steps . After practicing, instructors can chang the sequence of six steps.
Second, what problems may the infusion critical thinking teaching strategies in social studies teaching in History encounter? How to solve them? When using and restructuring teaching materials, teathers should use the material which are based on students' life experiences. At the same time,instructors shoud act in concert with history learning. Various forms of material using such as music, pictures, mvies, texts etc. will be re-formed as the new core issues of historical knowledge. The researcher applys three thinking maps (data analysis thinking map, event correlation thinking maps, making decisions thinking maps) to develop students’ critical thinking. Fragments of historical knowledge will be organized into a continuous whole context, and transferred these thinking maps to life.
Third, after infusing critical thinking teaching strategies in social studies teaching History, students' history achievements are improved. For example, on quantitative analysis, the three-stage tests prove the history of academic achievement are accelated. Futhermore, on qualitative analysis, the motivation of history learning maintains at high point. Additionally, for the passive students, they become more active.
Fourth, after infusing critical thinking teaching strategies in social studies teaching History, students' critical thinking skills are improved. By CTT-Ιtest, students’ critical thinking especially in the induction, deduction and interpretation is improved the most significantlly.
|
|---|
