skip to main content
Guest
e-Shelf
My Account
Sign out
Sign in
This feature requires javascript
Library Search
Library Home
A-Z
Citation Linker
Course Reserves
New Books
Tags
Help
Language:
English
Chinese
This feature required javascript
This feature requires javascript
Primo Search
Primo Local Repository
Library Collection + Article
ILS ALEPH
Library Collection
article
Article
NUTN IR
IR
Search For:
Clear Search Box
Search in:
article
Or hit Enter to replace search target
Or select another collection:
Search in:
article
Advanced Search
Browse Search
This feature requires javascript
Show Results with:
Search type
criteria input
that contain my query words
with my exact phrase
Show Results with:
Search type Index
criteria input
anywhere in the record
in the title
ISBN
ISSN
Show Results with:
in the title
Show Results with:
anywhere in the record
in the title
ISBN
ISSN
This feature requires javascript
提升師資生批判思考能力的師培課程設計之研究
劉
世
雄
(Shih-Hsiung Liu)
Shizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan, 2022-04, Vol.15 (1), p.029-056
[Peer Reviewed Journal]
Full text available
Citations
Cited by
View Online
Details
Reviews & Tags
Recommendations
More
Times Cited
This feature requires javascript
Actions
Add to e-Shelf
Remove from e-Shelf
E-mail
Print
Permalink
Citation
EndNote
Export RIS
This feature requires javascript
Title:
提升師資生批判思考能力的師培課程設計之研究
Author:
劉
世
雄
(Shih-Hsiung Liu)
Subjects:
Critical Thinking
;
Teacher Education
;
Teacher Education Course
;
師培課程
;
師資培育
;
批判思考
Is Part Of:
Shizi Peiyu Yu Jiaoshi Zhuanye Fazhan Qikan, 2022-04, Vol.15 (1), p.029-056
Description:
Due to complicated social lives, critical thinking is a critical capacity for people. The training of critical thinking is vital for teacher education students because they themselves will be teachers who can lead students to understand the complicated society. This study constructed a course design regarding critical thinking training based on critical thinking elements, consisting of ideological issues as instructional materials, blended learning with asynchronous dialogue as learning activities, and critical thinking quizzes as learning assessments. The above course was conducted for a semester, and the purpose of this study was to investigate teacher education students’ ability of critical thinking and to further identify the feasibility of the course design. A quasi-experimental design with a non-equivalent pre-test-post-test design was used to collect data about the rankings of the eight performances on critical thinking issues transformed from the content knowledge of the teacher education course for t
Publisher:
台灣: 彰化師範大學
Language:
Chinese
Identifier:
ISSN: 2071-3649
DOI: 10.53106/207136492022041501002
Source:
Airiti Library
Links
This feature requires javascript
This feature requires javascript
Back to results list
Previous
Result
3
Next
This feature requires javascript
This feature requires javascript
Searching Remote Databases, Please Wait
Searching for
in
primo_central_multiple_fe
Show me what you have so far
This feature requires javascript
This feature requires javascript