ACKNOWLEDGEMENTS
ABSTRACT
摘要
CONTENTS
Chapter One Introduction
1.1 Background of the study
1.2 Rationale of the study
1.3 Structure of the thesis
Chapter Two Literature Review
2.1 Definition of critical thinking
2.2 Relevant research on critical thinking ability development
2.2.1 Theoretical research on critical thinking ability development
2.2.2 Empirical studies on critical thinking ability development
2.3 Relevant research on RICH education
2.3.1 The concept of RICH education
2.3.2 Studies on RICH curriculum practices
Chapter Three Theoretical Framework
3.1 Cognitive skills
3.1.1 Analysis
3.1.2 Inference
3.1.4 The criteria to evaluate cognitive skills
3.2 Affective dispositions
Chapter Four Research Methodology
4.1 Research questions
4.2 Participants
4.2.2 The group chosen as the ease study subject
4.2.3 My role in the course
4.3 Data collection
4.3.1 Classroom observation
4.3.2 Interview
4.3.3 Students’research work portfolio
4.4 Case study
4.5 Narrative inquiry
Chapter Five Exploring in the Journey of Research-based Learning
5.1 The first semester:a preliminary research
5.1.1 Beginning to be a researcher
5.1.2 Ending up with an unexpected“failure”
5.1.3 Reflecting to be better
5.2 The winter vacation:getting better in research
5.2.1 Rediscovering cultural heritage of hometown
5.2.2 Rejoicing over the cultural exploration
5.2.3 Regaining humanistic care
5.3 The second semester:an in-depth research
5.3.1“We get confused”
5.3.2“Just do it”
5.3.3“We are better than last time”
Chapter Six Critical Thinking Abilities Development through the Research Journey
6.1 Development of cognitive skills
6.1.1 Development of analysis ability
6.1.2 Development of inference ability
6.1.3 Development of evaluation ability
6.2 Development of Affective Dispositions
6.2.1 Development of curiosity disposition
6.2.2 Development of fair-mindedness disposition
6.2.3 Development of confidence disposition
6.2.4 Development of truth seeking disposition
6.2.5 Development of perseverance disposition
6.3 Teacher’s Roles
6.3.1 Teacher as an Organizer
6.3.2 Teacher as a Facilitator
6.3.3 Teacher as a Resource-provider
6.3.4 Teacher as a Researcher
Chapter Seven Conclusion
7.1 Major Findings
7.2 Implications of the Study
7.3 Limitations and Suggestions for Further Studies
References
Appendixes
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