基于ADI教学模型培养初中生批判性思维的实践研究——以“抗生素滥用与细菌耐药性”议题教学为例

Practical Research on Cultivating Junior High School Students’ Critical Thinking Based on ADI Teaching Model—Antibiotic Abuse and Bacterial Resistance Teaching as an Example

摘要: 本研究以初中学生为对象，旨在探讨论证导向探究教学模型对批判性思维的培养效果。研究选取“抗生素滥用与细菌耐药性”社会性科学议题为载体，依照论证导向探究七阶段流程设计并实施教学，通过课堂观察、作品对比与学生反思等途径，从论证质量、课堂参与及思维表现三个维度展开评估。结果显示，学生论证结构趋于完整，能自觉区分数据统计与个案经历的证明力差异；约三分之一小组在最终报告中修正了最初的绝对化立场，呈现出证据评估、换位思考与自我校准等批判性思维特征；课堂参与广度较常规教学有明显提升。研究同时发现部分学生证据甄别能力偏弱、论证易受情绪左右等问题。基于此，提出精选争议性议题、搭建分层证据脚手架、显性教授论证规范三条建议，以期为该模式的本土化应用提供参考。

Abstract: This study takes junior high school students as the object, aiming to explore the effect of argumentation-oriented inquiry teaching model on the cultivation of critical thinking. The study selected the social science issue of “antibiotic abuse and bacterial resistance” as the carrier, designed and implemented the teaching according to the seven-stage process of argumentation-oriented inquiry, and evaluated from three dimensions of argumentation quality, classroom participation and thinking performance through classroom observation, work comparison and student reflection. The results show that the students’ argumentation structure tends to be complete, and they can consciously distinguish the difference between data statistics and case experience. About a third of the group revised the initial absolutization position in the final report, presenting critical thinking characteristics such as evidence evaluation, transposition thinking and self-calibration. The breadth of classroom participation is significantly improved compared with conventional teaching. The study also found that some students’ ability to identify evidence is weak, and their arguments are susceptible to emotions. Based on this, three suggestions are put forward, including selecting controversial issues, building hierarchical evidence scaffolding, and explicit professor argumentation norms, in order to provide reference for the localization application of this model.