現今教學現場多以單一文本的教科書為主並由教學者進行講述式教學，學生往往被動吸收知識，少有獨立思辨的機會，單一知識來源侷限學生的思考，面對不同的議題與問題情境時，學生能使用的資源相對不足。再者，因應時代變遷、資訊快速傳遞，人們每天可由不同媒體獲得社會議題資訊，這些訊息擁有不同角度與多元立場，皆影響我們對議題的判斷，學習辨別訊息真實性、整合內容，進而形成自身立場，需要運用批判思考能力。先前研究團隊發展之「主題深讀」模式發現能夠輔助學生進行多文本理解並促進想法產出，故本研究嘗試結合社會性科學議題，以「衝突式多文本」閱讀與「論證」活動發展「社會科主題深學」模式，使學生學習社會議題多元知識與批判思考之技巧。本研究目的為設計與評估「社會科主題深學」教學模式於國小教學現場實行之可行性，並探討其模式對學生在社會議題理解與批判思考能力之影響。 本研究共分為兩階段進行，第一階段為前導研究，此階段為初探「主題深讀」模式於社會科教學現場實行之可行性，於教學現場以「主題深讀」模式進行「衝突式多文本」閱讀活動，由1名五年級教學者帶領1個班級，共計31名學生進行活動，結果發現透過引導，國小五年級學生已能理解「衝突式多文本」內容，但僅少數學生之想法內容進入論證階段，故於活動後與班級導師及研究團隊修正教學模式，擬於第二階段以「論證」活動取代原「討論」活動發展為「社會科主題深學」模式；第二階段為實驗研究，此階段由2名五年級教學者帶領2個班級，共計61名學生進行活動，研究者以班級將學生分為「論證組」31名與「討論組」30名，論證組採用「社會科主題深學」模式，學生閱讀文章、紀錄想法後，進行「論證」活動；「討論組」學生以原「主題深讀」模式，學生閱讀主題文章後，寫下想法並進行小組討論。本研究欲比較「論證組」與「討論組」對文於衝突式多文本之理解、論證能力、批判思考能力與想法產出之差異。 研究結果發現：「論證組」與「討論組」的學生想法產出皆有增加，顯示教學活動幫助學生提升想法多元性，「論證組」透過論證活動能夠提升學生論述與批判思考能力，學生能夠提出個人主張，證據與支持的想法，部分學生能夠針對同儕想法提出反駁，然而兩組之閱讀理解表現面向並未有顯著提升。 ;Classroom nowadays tends to deprive students′ opportunity of independent thinking because of the teacher-centered classroom setting. In this way, students absorbed knowledge passively from teachers′ lecture with solitude material. Limited knowledge resource restrained students′ thinking and resulted in the inadequate reference when facing different topic and conditions. Moreover, to catching up with the latest trend, it is critical to possess the ability of independent thinking, identifying the authenticity and integrating the incoming information. Previously, the research team has developed by "Syntopical reading model for deep learning" and noticed with this learning mode; students can be benefited from multi-text understanding and expediting the ideas output. Thus, this research combined the topics in social studies to develop by "theme-based deep reading of social studies" based on "conflicting text" reading and "argumentation" activity to enhance students′ learning in multi-knowledge in today′s′ society as well as the skills in critical thinking. The goal of this research is to design and evaluate the feasibility of "theme-based reading model for deep learning of social studies" in today′s′ classroom in the elementary school and the influence of students′ ability in critical thinking and understanding of social topics. This research was divided into two phases. The first phase, the pilot study is to investigate the feasibility of "theme-based reading model for deep learning of social studies." 31 students from a class with a teacher were involved in the research. The research team would modify the teaching mode with the classroom teachers after the activity and decided to increase argumentation activity in second phase. The second phase, the experimental research involved 61 students and two teachers from 2 fifth-grade class. The participants are divided into two groups. Argumentation group (AG) participated in "theme-based reading model for deep learning of social studies" to read the articles, record ideas and replace original discussion with argumentation, while discussion group (DG) did discussion activity. The researcher aimed to compare students’ ability in idea generation, critical thinking between AG and DG. The result indicated that "theme-based reading model for deep learning of social studies" enhanced ability in generating ideas on both groups, which means the activity is useful for increasing the diversity of views. AG improved the ability in expressing and critical thinking ability than more DG. Students can bring out personal ideas, evidence, some of them even can critic peers′ ideas. However, the reading comprehension ability of two groups are not significantly raised.
