探讨高阶思维的意涵以改革学校课程与教学-edborghk.PDFVIP

《香港教師中心學報》 Hong Kong Teachers’ Centre Journal , Vol. 11 © The Hong Kong Teachers’ Centre 2012 探討高階思維的意涵以改革學校課程與教學 Conceptualizing higher-order thinking for reforming school curriculum and teaching 楊思賢 香港教育學院 摘要 近數十年來，世界各地提出需要改革課程與教學範式，認為必須裝備學生的高階思維能力。 在香港，教育當局也有這樣的主張。高階思維，簡稱「高思」，在本地及國際文獻中，是 一個豐富的概念。學者們為這個概念提出了很多不同的演繹，至今仍未有共識；不少人期 望對此理念能更清楚地理解。本文借助文獻分析方法，探討這富挑戰性的議題，先闡明「高 思」與教學範式轉變的關係，進而討論「高思」相關的概念及理論，綜合成為四類高階思 維的意涵，冀望能為教育實務及日後的相關研究提供有用的參考。 關鍵詞 高階思維，課程與教學範式，課程改革，教學創新 Abstract In recent decades, researchers recommend the reform of the paradigm of curriculum and teaching to cater for educational needs in the contemporary world. Many suggest equipping the next generation with the capabilities of higher-order thinking (HOT). In Hong Kong, the Education Bureau also emphasizes the development of higher- order thinking skills in school curriculum. Hitherto, HOT is a rich concept that is under numerous diverse interpretations by local and international academics. Many educators 131 wish to have a better understanding of the concept. Based on findings from documentary analysis, this paper analyzes the concept of HOT. It starts with analyzing how HOT is related to a change in teaching paradigm, followed by a discussion of the theory and concepts of HOT, which leads to the formulation of a conceptual framework proposed by the present author. The author wishes that the framework could serve as a reference for further empirical or practical endeavors in the field. Keywords higher-order thinking, paradigm of curriculum and teaching, curriculum reform, innovative teaching 引言 　　在這個瞬息萬變的時代裏，現代的學校課程與教學正經歷不能迴避的轉向。Gardner （ ）指出未來的教育需能應付六大潮流，這包括科技與科學的突破和知識領域的轉變； 1999 重點是，這六個力量加上腦研究及學習論的更新和啟示，勢如破竹地衝擊世界各地的教育 目的及價值，使其出現根本的變化，學校課程不能不改革。歐用生、楊慧文（ 1998 ）也有 類似的意見，他們對後現代社會現象作了分析，指出富裕社會將人性「物化」，新的經濟 倫理影響人的價值觀，資訊社會又挑戰著傳統生活。轉換課程與教學典範以挽救失落的一 代，