發展限制理論三大思考工具之個案教學教材

Abstract

批判思考與問題解決已被公認是二十一世紀最重要的能力之二，儘管國內有多位學者研究各項提升這兩項能力之教學法，台灣的學生仍時常被批評欠缺思考能力。作者在教材開發需求分析中，發現中學教師無法系統性的組織批判思考與問題解決相關能力，亦無工具幫助學生應用於生活當中；陳龍安（1998）也指出很多人在面對問題時，未能掌握合適的思考工具、參照有效的步驟，或缺乏合適的思考框架，導致無從思考或在思考時感到思路雜亂。 以色列物理學家高德拉特博士發明的TOC三大思考工具是一套能提升批判思考與問題解決能力之輔具，而個案教學法也被認定有助於提升這兩項能力（Merseth，1991）。因此，本研究旨在以TOC三大思考工具為教學內容，開發個案教學法教材，期望提升臺灣中學生之批判思考與問題解決能力，並將限制理論推廣至商業界以外之領域。

Critical thinking and problem solving have been publicly accepted as two of the most significant abilities in 21st century. Although there have been plenty of scholars researching the pedagogy to promote these two abilities, Taiwanese students are still criticized that they are lack of thinking capability. In the demand analysis of teaching material development, it is found that the junior and senior high school teachers in Taiwan cannot systematically organize related abilities of critical thinking and problem solving, nor do they have tools to help students applying in daily lives. Long-An Chen (1998) also pointed out that many people have no way of thinking or cannot think clearly when solving problem, because they cannot use proper tools or consult to effective steps. TOC thinking process tools are created by Israeli physicist Dr. Eliyahu M. Goldratt are a set of tools to promote critical thinking and problem solving. Case method are thought as beneficial to improving the two abilities (Merseth, 1991) Therefore, this research aims at developing case method materials of TOC thinking process tools to increase Taiwanese junior and senior high school students’ critical thinking and problem-solving ability, and to promote Theory of Constrains to areas other than business.