著者

平柳 行雄

出版者

大阪女学院短期大学

雑誌

大阪女学院短期大学紀要 (ISSN:03877744)

巻号頁・発行日

no.44, pp.45-58, 2014

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実践報告批判的思考指導をクリシン指導と「批判」指導に二分して、前者の終了した次の授業で、ある主題を実験参加者に与え、論証文を書かせた。これをプリテストとした。さらに、最終週で別の主題を与え、論証文を書かせた。これをポストテストとした。クリシン指導とプリテストのあとに実施した「批判」指導の効果を検証するために、論証文作成力・論証力・パラグラフ構成力・言語使用力の4 項目を分析した。実験参加者を、上位群・中位群・下位群に分類し、どのグループに、どの項目で効果があったかを従属標本のt検定で分析した。その結果、上位群と中位群で、論証文作成力と論証力で有意差があった。"Critical Thinking" Teaching was divided into two categories: basic teaching for critical thinking and refutation teaching. Just after the former teaching was over, the pre-test was administered. It was to write an argumentative essay on a theme. At the final lesson, the posttest was administered. Students were instructed to write another essay on another theme. Refutation teaching was carried out between the pre and post tests. The subjects were divided into three groups: advanced, intermediate and less-advanced. They were examined in the pre and post tests for the four skills: argumentative writing, argumentation, paragraph-making and language use. It was confirmed that the significant differences were found between pre and post tests of the advanced and intermediate groups, in the skills of argumentative writing andargumentation.