Journal of Curriculum Studies (Mar 2016)
高階思維教學的革新形貌探析 Innovation Configuration for Higher-Order Thinking Curriculum Implementation - An Exploratory Analysis
Abstract
面對全球一體化與資訊科技迅速發展，不少中外學者都主張改變課程與教學範式，一些更提出要把「高階思維」結合到學校課程與教學中。在香港，提升學生思考能力亦是面向二十一世紀課程改革的重點。本研究將分享一項在香港兩所學校進行的高階思維教學研究結果。研究運用了Hall與Hord的「革新形貌」原理，探索教師如何在課堂中實踐高階思維教學，從而為思考教學的理念與實務，尋求發展的啟示。研究印證了一個具五個維度的高階思維教學理論架構，並展示了高階思維教學的不同革新形貌，包括較理想與較不理想的課堂實施，繼而發掘出「工具式」與「締造式」兩類高階思維課堂。最後，本研究提出了實施高階思維教學的相關建議。 Helping students to develop their higher-order thinking (HOT, in abbreviation) capability is a commonly stated goal in educational statements worldwide. This has also become a significant objective in the curriculum reforms in Hong Kong, which aims at better preparation of our students to meet the challenges of the new era. The paper discusses findings from a study which evaluates how two primary schools in Hong Kong implemented a HOT curriculum. To evaluate the degree of implementation of the HOT curriculum in the schools, the technique of Innovation Configuration Mapping (IC Mapping) was used. This technique, developed by Hall & Hord, is a means to assess the implementation of an innovation. By figuring out the IC Maps of the case schools, the ideal form of HOT implementation is further defined. It was found that some lessons were taught with more ideal forms of implementation while many others were taught with less desirable ones. Two major types of HOT lessons: “technical” one or “enacted” one, were identified. Furthermore, an analytical framework with five dimensions of HOT teaching was generated from the research findings. Recommendations for further advancement of HOT teaching are also provided.
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