교과통합 사고교육모형에 의한 비판적 사고력 증진 수업 개발 및 적용 = Development and Application of an Instruction for Improving Critical Thinking by Embedded Model

다국어 초록 (Multilingual Abstract)

The purposes of this study were to develop a critical thinking instruction by embedded model and to investigate the effects of the instruction on the elementary school students´ critical thinking.
The research questions for this study were as follows:
1. How can the instruction by embedded model for teaching critical thinking develop?
2. Would the instruction by embedded model be more effective than the traditional teaching model for improving elementary school students´ critical thinking?
3. Would the instruction by embedded model be more effective than the traditional teaching model for improving elementary school students´ problem-solving skills?
4. Would the instruction by embedded model be more effective than the traditional teaching model for improving elementary school students´ interpersonal problem-solving abilities?
To solve the research questions, an instruction for teaching critical thinking was developed by integrating subject contents and critical thinking skills, suggested by the embedded model. To evaluate the effect of the instruction, 79 sixth-grade students were selected at an elementary school in Pusan, Korea. Students were randomly assigned to two groups: experimental and control groups. Students in the two groups were given a 30 hours of instruction(5 weeks, 1 hour = 40 minutes). During this time, the students in the experimental group received the instruction for teaching critical thinking from a teacher of the school.
To obtain the data, the following instruments were used.
1) Cornell Critical Thinking Test, Level X (1985).
2) Hepperner´s Problem-Solving Inventory (1986).
3) Pelligrini´s Means-Ends Test (1986).
To analyze the data, subprograms of T-Test, ANCOVA, Pearson´s Correlation of SPSS/PC+ were used.
The findings of this study are as follows.
1. The instruction for teaching critical thinking significantly improved the elementary school students´ critical thinking.
2. The instruction for teaching critical thinking did not have a significant effect on the elementary school students´ problem-solving skills.
3. elementary school students´ significantly improved the elementary school students´ problem-solving skills.
The results of this study suggest that the instruction for teaching critical thinking by embedded model would be useful for improving elementary school students; critical thinking skills and interpersonal problem-solving abilities.

목차 (Table of Contents)

• 목차
• 1. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 8
• 3. 용어의 정의 = 8
• Ⅱ. 이론적 배경 = 11
• 1. 비판적 사고 이론 = 11
• 1) 비판적 사고의 개념화 = 11
• 2) 비판적 사고의 구성요소 = 19
• 3) 비판적 사고의 일반화 가능성에 대한 논쟁 = 28
• 2. 비판적 사고교육의 가능성 탐색 = 31
• 1) 교육목적으로서의 비판적 사고 = 31
• 2) 사고교육 수업모형 탐색 = 33
• 3) 교육시기 = 46
• 4) 비판적 사고교육에서의 교사의 역할 = 47
• Ⅲ. 교과통합 사고교육모형에 의한 비판적 사고력 증진 수업의 개발 = 49
• 1. 현행 국어과 교육과정 분석 = 49
• 2. 수업 목표 =50
• 3. 교수방법 및 전략선정 = 54
• 4. 교과통합 사고교육모형에 근거한 수업 안 구성 = 56
• 5. 비판적 사고력 증진 수업의 유의점 = 61
• 6. 비판적 사고력 증진 수업의 타당성 검증 = 62
• Ⅳ. 교과통합 사고교육모형에 의한 비판적 사고력 증진 수업의 효과 검증 = 67
• 1. 연구 가설 = 67
• 2. 실험설계 및 실험절차 = 68
• 3. 실험대상 및 실험자 = 69
• 4. 실험자료 = 70
• 5. 측정도구 = 70
• 6. 자료처리 = 73
• 7. 결과해석 = 74
• Ⅴ. 논의 = 81
• Ⅵ. 요약 및 결론 = 88
• 1. 요약 = 88
• 2. 결론 및 제언 = 90
• 참고문헌 = 92
• Abstract = 105
• 부록 = 108