探討高階思維的意涵以改革學校課程與教學

近數十年來，世界各地提出需要改革課程與教學範式，認為必須裝備學生的高階思維能力。在香港，教育當局也有這樣的主張。高階思維，簡稱「高思」，在本地及國際文獻中，是一個豐富的概念。學者們為這個概念提出了很多不同的演繹，至今仍未有共識；不少人期望對此理念能更清楚地理解。本文借助文獻分析方法，探討這富挑戰性的議題，先闡明「高思」與教學範式轉變的關係，進而討論「高思」相關的概念及理論，綜合成為四類高階思維的意涵，冀望能為教育實務及日後的相關研究提供有用的參考。
In recent decades, researchers recommend the reform of the paradigm of curriculum and teaching to cater for educational needs in the contemporary world. Many suggest equipping the next generation with the capabilities of higher-order thinking (HOT). In Hong Kong, the Education Bureau also emphasizes the development of higher-order thinking skills in school curriculum. Hitherto, HOT is a rich concept that is under numerous diverse interpretations by local and international academics. Many educators wish to have a better understanding of the concept. Based on findings from documentary analysis, this paper analyzes the concept of HOT. It starts with analyzing how HOT is related to a change in teaching paradigm, followed by a discussion of the theory and concepts of HOT, which leads to the formulation of a conceptual framework proposed by the present author. The author wishes that the framework could serve as a reference for further empirical or practical endeavors in the field. Copyright © 2012 The Hong Kong Teachers' Centre.