本研究以發展「批判思考師資培育模式」為主要目的，並根據此模式發展出不同的批判思考課程，探討在不同課程設計下對於提升職前教師批判思考技巧、意向與批判思考教學能力之效果，並根據職前教師所書寫之心得，探討課程中有助於提升批判思考技巧與意向之內容、活動以及需改進之處。本研究採前後測準實驗設計，受試者為成功大學師資培育中心之中等教育職前教師，共58名。自變項為授課課程，共有三個層次，分別為對照組、「批判思考」、「批判思考教學」；依變項為批判思考技巧、批判思考意向、與批判思考教學行為。針對研究目的，以二因子混合設計變異數分析與變異數分析考驗各項假設。
　　研究結果顯示：（一）在批判思考技巧層面，兩組實驗組（「批判思考」、「批判思考教學」）後測分數皆顯著高於對照組，但實驗組間沒有差異。（二）在批判思考意向上，兩組實驗組後測分數皆顯著高於對照組，但實驗組間沒有差異。（三）批判思考教學能力上：（a）第一次試教時，「批判思考」、「批判思考教學」與對照組三組間有顯著差異。兩組實驗組之批判思考教學行為總次數皆顯著高於對照組，但兩組實驗組間沒有差異。針對批判思考教學行為檢核表之四個分項做進一步探討，發現三個分項（「有助於提升學生批判思考意向之教學行為」、「有助於提升學生批判思考技巧之教學行為」，及「有助於提升學生批判思考能力之教學行為」）皆有顯著差異。前兩個分項皆為兩實驗組顯著高於對照組，但在最後一個分項則是「批判思考教學」顯著高於「批判思考」和對照組，而「批判思考」與對照組兩者間沒有差異。（b）在第二次試教中，「批判思考」與「批判思考教學」兩組間沒有顯著差異。但將兩組之離群值刪除後，發現兩組實驗組在批判思考教學行為總次數上有顯著差異，但在各分項中仍沒有差異。（c）此外，再進一步分析兩組實驗組於兩次試教中組內變化情形，發現「批判思考」在「有助於增強學生批判思考先備知識之教學行為」及「有助於提升學生批判思考技巧之教學行為」兩分項有顯著提升。而「批判思考教學」在兩次試教間，其批判思考教學行為總次數並無顯著差異，但在「有助於提升學生批判思考能力之教學行為」分項中仍有顯著提升。（四）在課程設計中，課程內容有關演繹法、歸納法對批判思考技巧的提升有幫助。在課程活動中，討論（課堂或網路）對於批判思考技巧與意向提升有助益；且辯論、試教都能引起職前教師學習興趣，並提升其批判思考技巧與意向。需改進之處為：時間配置與討論問題的設計。
本研究根據研究結果進行討論，並提出未來研究之建議以提供未來師資培育批判思考能力課程及未來研究之參考。

　The purpose of this study is to develop a critical thinking (CT) instructional design model for preservice middle school teachers. Based on the developed model, different CT courses are designed to cultivate preservice teachers’ CT skills, dispositions and instructional ability. In addition, students’ perceptions toward CT course contents and activities are explored to improve the CT courses. The research method is a pretest and posttest quasi-experimental design, and the participants are 58 preservice teachers in the Center of Teacher Education at National Cheng Kung University. The independent variable is the instructional course, which is divided into three levels—comparison group, “critical thinking” (Treatment I), and “critical thinking instruction” (Treatment II). The dependent variables are CT skills, CT dispositions and CT instructional ability. The results of this study are summarized as follows:
1.For CT skills, the posttest scores of preservice teachers in both treatment groups (“critical thinking”, “critical thinking instruction”) are significantly higher than those of the comparison group. However, no significant difference is found between treatment groups.
2.For CT dispositions, the posttest scores of preservice teachers in both treatment groups are significantly higher than those of the comparison group. However, no significant difference is found between treatment groups.
3.For CT ability, (a) in the first microteaching, the frequencies of CT instructional behaviors in both treatment groups are significantly higher than those of the comparison group. However, no significant difference is found between treatment groups. (a1) For the “instructional behaviors that are beneficial to improve students’ CT dispositions” and “instructional behaviors that are beneficial to improve students’ CT skills” subscales, the frequencies of instructional behaviors in the treatment groups are significantly higher than those in the comparison group. (a2) For “instructional behaviors that are beneficial to improve students’ CT ability”, the frequencies of instructional behaviors in the Treatment II are significantly higher than those in the Treatment I and comparison group. (b) In the second microteaching, no significant difference is found between Treatments I and II. After removing the outliers, the frequencies of CT instructional behaviors in the Treatment II are significantly higher than those in the Treatment I. (c) Besides, when comparing the first and second microteachings, in Treatment I, the frequencies of CT instructional behaviors in the first microteaching are significantly lower than those in the second microteaching for “instructional behaviors that are beneficial to improve students’ CT prerequisite knowledge” and “instructional behaviors that are beneficial to improve students’ CT skills” subscales. In Treatment II, the frequencies of CT instructional behaviors in the first microteaching are significantly lower than those in the second microteaching for “instructional behaviors that are beneficial to improve students’ CT ability” subscales.
4.For the course contents, deductive and inductive methods are helpful for improving preservice teachers’ CT skills. As to the course activities, in-class/ online discussions, debates, and microteaching are particularly beneficial to increase preservice teachers’ learning motivation and improve their CT skills and dispositions.
　Based on the finding in this research, suggestions for CT courses in teacher education and further studies in CT related research are provided.

一、中文部分
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吳靜吉、葉玉珠（1992）。康乃爾批判思考測驗甲式之修訂。測驗年刊，39輯，79- 103。
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