本研究目的為：（一）發展「批判思考教學模式」，以提供職前教師設計課程之依據。（二）探討受訓後職前教師，其批判思考教學融入真實課室環境中之學習遷移情形。（三）接受傳統教學、批判思考技巧教學、批判思考技巧與意向教學三種不同教學，對中等教育學生批判思考技巧與意向提升的影響性。（四）分析我國高中生在批判思考技巧與意向的關係。為完成上述研究目的，本研究分為兩部份：（一）課室觀察錄影，選取五位修過批判思考教學課程職前教師，以課室錄影方式紀錄並分析其學習遷移情形。（二）採前後測準實驗設計，自變項為教學方法，包含：傳統教學組（對照組）、批判思考技能組（實驗組I）與批判思考技能與意向組（實驗組II），受試者為台南市三班高一生，共114位，採批判思考教學方法融入生物課，進行五週實驗教學，依變項為批判思考技巧與批判思考意向，故研究工具採「批判思考第一級測驗」與「批判思考意向量表」。以二因子混合設計變異數分析不同教學方法對批判思考技巧與意向的影響、Person積差相關與多元回歸分析批判思考技巧與意向相關。本研究發現：
一、 本研究批判思考教學模式中包含：決定教學目標、進行教學分析、瞭解起點行為、敘寫具體目標、選擇合適教學策略、前導活動、呈現主題、教師綜合整理與形成性評量、學習單或作業、總結性評量等十項。
二、 整體來說，五位職前教師能夠也願意將批判思考教學，由訓練課程中的微型教學情境，學習遷移至真實課室中，而五位職前教師在真實課室中之教學行為皆包含「前導活動」、「呈現主題」、「教師綜合整理與形成性評量」與「學習單或作業」四方面。
三、 在批判思考技能上，實驗組I在「總分」、「歸納推論」、「解釋」的後測分數顯著高於前測，而實驗組I在「解釋」分數上，顯著高於對照組。在批判思考意向上，「總分」、「智識好奇心」、「整體反省思考」、「系統性與分析力」，其結果皆為三組後測顯著高於前測之平均數，但實驗組意向分數並未顯著高於對照組。
四、 高中生批判思考技巧與意向關係探討結果中，發現批判思考技巧與意向間無顯著一對一的關係，此外，批判思考技巧與意向的各分項間也無正向的多對一關係。換言之，批判思考技巧的五分項無法正向預測批判思考意向各分項，同時，批判思考意向的四分項無法正向預測批判思考技巧各分項。

The purposes of this research were: (1) to develop a critical thinking teaching (CTT) model for instructors to use in designing critical thinking (CT) courses, (2) to explore how pre-service teachers transfer learned CTT strategies to actual classroom settings, (3) to examine the effectiveness of different instructional strategies in improving students’ critical thinking skills (CTS) and critical thinking disposition (CTD), and (4) to investigate the relationship between the CTS and CTD of Taiwanese high school students.
This research is divided into two parts: (1) the video observations of the learning transfer behaviors in an actual classroom of the five pre-service teachers who took the CTT course were recorded and analyzed. (2) In the pretest and posttest quasi-experimental design, the independent variable was instructional strategy, including three levels: traditional instruction (comparison group), CTS instruction (Treatment I), and CTS instruction and CTD cultivation (Treatment II). The dependent variables were the students’ levels of CT, including two components (CTS and CTD) as measured by the CT Test Level I and the Inventory of CT Dispositions. The participants were 114 students from three 10th grade classes in two Tainan high schools. The experiment lasted for five weeks. Two-way mixed design ANOVA was used in analyzing the effectiveness of different instructional strategies; Pearson product-moment correlation and multiple regression analysis were used in investigating the relationship between the CTS and CTD. The results are summarized as follows:
(1) The CTT model includes ten stages: identify instructional goals, conduct instructional analyses, identify learner characteristics, write specific behavior objectives, select teaching strategies, provoke learner motivation, perform objectives, conduct formative evaluation and provide worksheets, and perform summative evaluation.
(2) Generally speaking, the pre-service teachers had the ability and willingness to transfer their CTT behaviors to an actual classroom setting; the most frequently used CTT behaviors included provoking learner motivation, performing objectives, conducting formative evaluation, and providing worksheets.
(3) In CTS, the total posttest scores as well as the “induction” and “interpretation” posttest sub-scores of Treatment I were significantly higher than their pretest scores. Also, the “interpretation” posttest score of Treatment I was higher than that of the comparison group. In CTD, the total posttest scores as well as the posttest sub-scores of all three groups on “intellectual curiosity,” “reflective thinking,” and “systematicity and analyticity” were significantly higher than their pretest scores. However, the posttest scores of Treatments I and II were not significantly higher than those of the comparison group.
(4) There is no one-to-one relationship between CTS and CTD. Besides, the many-to-one relationships between subscales of CTS and CTD were not positive. That is, the five CTS subscales could not positively predict each CTD subscale; likewise, the four CTD subscales could not positively predict each CTS subscale.

壹、中文部分
毛連塭、劉燦樑、陳麗華（1991）。康乃爾批判思考測驗之修訂。中國測驗學會測驗年刊，38，109-123。
王秋絨（1991）。批判思考教育在我國教育實習制度規劃上的意義。台北：師大書苑。
江芳盛（1990）。高雄市國民小學教師批判思考教學行為研究。師大教育所碩士論文。
邵孟瓊（2002）。資訊教育訓練學習轉移成校之研究－以基層公務人員為例。雲林科技大學碩士論文。
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，39，79- 103。
吳靜吉、鄭英耀、王文中（1992）。華格批判思考量表之修訂。教育與心理研究，15，91-128。
宋慧娟（1994）。家政教育系學生批判思考教學之實驗研究。國立師範大學家政教育系碩士論文。
李堅萍（1996）。技藝課程促進學習遷移能力的教學策略設計。中縣教育，25，52-54。
邵孟瓊（2002）。資訊教育訓練學習遷移成效之研究－以基層公務人員為例。國立雲林科技大學碩士論文。
洪久賢（1993）。家政科批判思考教學之探討。中等教育，44（5），5-14。
連啟瑞（2005）。提升大學基礎教育計劃：師資培育通識課程加強「創造能力與批判思考能力發展」教學－數理領域（教育部專案計畫）。2007年6月30日取自網址: http://create.ntue.edu.tw/Allpage.htm
徐建國（1999）。高中生批判思考能力相關因素之研究。公民訓育學報，8，457-505。
高敬文（1996）。質性研究方法論。台北：師大書苑。
許修晟（2002）。批判思考融入國小四年級自然科教學之行動研究。國立花蓮師範學院國民教育研究所碩士論文。
郭麗珠（2002）。國小社會科實施批判思考教學之實驗研究。國立台北師範學院課程與教學研究所碩士論文。
陳文琪（2001）。全語言教學對國小五年級學童批判思考、寫作表現和學習內發動機的影響。國立中山大學教育研究所碩士論文。
陳密桃（1995）。我國台灣地區中學生批判思考教學的相關因素及教學效果之分析研究。國立高雄師範大學國科會計畫。
陳淑芬（2002）。批判思考教學在高商經濟學教學之研究。彰化師範大學商業教育學系在職進修專班碩士論文。
陳萩卿（2000）。批判思考教學策略運用在國小五年級社會科之實驗研究。國立政治大學教育研究所碩士論文。
陳瑩燕（2001）。維高斯基社會互動論在國小五年級社會領域批判思考教學之應用。屏東師範學院國民教育研究所。
陳錦蓮（1995）。國小兒童哲學方案－批判思考教學之實驗成效。台北市立師範學院初等教育系碩士論文。
陳龍安（1986）。國民小學資優班學生數學科創造思考訓練效果之研究。台北：教育部中小學科學教育計畫小組印行。
陳膺宇（1994）。批判思考運動初探。國立政治大學學報，69，141-168。
陳瀅方（2005）。大學生網路資訊之批判思考運作暨相關教學的實驗研究。國立交通大學教育研究所碩士論文。（未發表）。
張玉成（1992）。國小語文科實施批判思考教學之實驗研究。台北師院學報，5，1-66。
張玉成（1993）。思考技巧與教學。台北：心理。
張玉成（2005）。提升大學基礎教育計劃：師資培育通識課程加強「創造能力與批判思考能力發展」教學（教育部專案計畫）。2007年6月30日取自網址: http://create.ntue.edu.tw/%E7%B8%BD%E5%A0%B1%E5%91%8A.doc
張春興（1996）。教育心理學。東華書局，台北。
張威克（1996）。學習遷移的理論與應用。台灣省體育學校雙月刊，60-64。
黃 翊（2001）。網頁小組討論小老師鷹架輔助對學生批判思考能力之影響。國立東華大學教育研究所碩士論文。
黃偉揚（2001）。類化理論對運動技巧學習遷移之研究－已飛鏢投擲對籃球定點投籃為例。台北市立師範學院碩士論文。
黃萬居（2004）。子計畫五：國小高年級學生「批判思考智能」能力之成就評量研究。（行政院國家科學委員會專題研究計畫成果報告，計畫編號：NSC 92-2522-S-133-004 ）
黃鳳雀（1995）。國中家政課應用批判思考教學之實證研究。國立師範大學家政教育學系碩士論文。
黃麗容（2002）。資訊科技融入國中歷史批判思考教學方案之研究。國立中山大學教育研究所碩士論文。
楊雅婷（2004）。藉由非同步線上討論來提升學生批判思考能力。（國科會資訊教育學門專題研究計畫成果報告，計畫編號: NSC92-2520-S-006-001）
楊雅婷（2005）。我國大學生批判思考能力與批判思考意向關係之實證研究。（國科會資訊教育學門專題研究計畫成果報告，計畫編號: NSC 93-2520-S-006-001）
楊雅婷（2006）。培育我國中等教育職前教師批判思考教學能力及提升學生批判思考之教學模式探討與成效研究（I）。（國科會資訊教育學門專題研究計畫成果報告，計畫編號: NSC 94-2511-S-006-001）
溫明麗（1994）。透過「哲學概論」教學培養批判性思考能力研究。（行政院國家科學委員會專題研究計畫成果報告，計畫編號：NSC 84-2413-H-003-001）
溫明麗（2001~2002）。批判思考教學理論與師資培育模式之探討 一 因應九年一貫課程實施的配套措施(II) 。（行政院國家科學委員會專題研究計畫成果報告，計畫編號：NSC 84-2413-H-003-054）
葉玉珠（1991）。我國中小學學生批判思考及其相關因素之研究。國立政治大學教育研究所碩士論文。
葉玉珠（1998b）。「批判思考教學師資培訓」模式之探討。教育與心理研究，21（2）307-332。
葉玉珠（1999）。代理（課）教師批判思考教學專業知識、個人教學效能及教學行為之現況及關係之研究。國立政治大學學報，78，55-84。
葉玉珠（2000）。批判思考意向量表。2007年6月30日，取自http://www3.nccu.edu.tw/~ycyeh/4tool.htm
葉玉珠、吳靜吉（1992）。中小學生批判思考與學業成績之相關研究。教育與心理研究，15，79- 100。
葉玉珠、陳月梅、謝佳蓁、葉碧玲（2001）。「成人批判思考技巧測驗」之發展。測驗年刊，48(2)，35-50。
葉玉珠、葉碧玲、謝佳蓁（2000）。「中小學批判思考技巧測驗」之發展。測驗年刊，47(1)，27-46。
葉玉珠、葉碧玲、謝佳蓁（2003）。批判思考測驗第一級。台北：心理出版社。
葉玉珠（2005）。網路學習融入師資培育課程對提昇職前教師批判思考教學能力之探討（1/2）。( 行政院國家科學委員會專題研究計畫成果報告，計畫編號：NSC 93-2520-S-004-002 )
蔡文珮（2000）。批判思考教學與兒童自我態度關係之研究。國立花蓮師範學院多元文化研究所碩士論文。
蔡筱穎（2007年，7月8日）。「人能否不要國家？」法國高中畢業會考哲學考題反映政治現實、考驗辯證能力。中時電子報。2007年7月8日，取自: http://news.chinatimes.com/
潘志忠（2002）。議題中心教學法對國小學生批判思考能力影響之實驗研究。國立花蓮師範學院國民教育研究所碩士論文。
潘裕豐（1992）。國小批判思考教學效果之實驗研究。國立台灣師範大學特殊教育研究所碩士論文。
鄭英耀（1992）。國小教學創造思考、批判思考及其相關因素之研究。政大教育所博士論文。
賴慶三（2002）。師院地球科學課程與教學中的創造力與批判思考能力之探討。國立台北師範學院學報，15，337-373。
鍾冬玉（2003）。國中公民科批判思考教學之實驗研究。國立中山大學教育研究所碩士論文。
鍾敏龍（2002）。國小社會科以爭論性議題為中心的批判思考教學之行動研究。國立花蓮師院社會科教學研究所碩士論文。
顏永進、何榮桂 (2001)。資訊教育融入學習領域設計策略初探。資訊教育課程設計，26，197-215。
顏志賢（2003）。以網路小組合作學習模式探究國小學童批判思考之歷程。國立台北師範學院數理教育研究所碩士論文。
蘇宜慧（1997）。成人批判思考教學模式之研究。國立中山大學成人及繼續教育教育研究所碩士論文。

貳、英文部分
Allen, R. R., & Rott, R. K. (1969). The nature of critical thinking. Madison, Wisconsin: Wisconsin Research and Development Center for Cognitive Learning.
Angelo, T. A. (1995). Beginning the dialogue: Thoughts on promoting critical thinking: Classroom assessment for critical thinking. Teaching of Psychology, 22(1), 6-7.
Beyer, B. K. (1995). Critical thinking. Bloomington, IN: Phi Delta Kappa Educational Foundation.
Bigge, M. L., & Schermis, S. S. (1992). Learning theories for teachers (10th ed.）. N.Y.: Harper Collines Publishers.
Braun, N. M. (2004). Critical thinking in the business curriculum. Journal of Education for Business, 79(4), 232-236.
Burbach, M. E., Matkin, G. S., & Fritz, S. M. (2004). Teaching critical thinking in an introductory leadership course utilizing active learning strategies: A confirmatory study. College Student Journal, 38(3), 482-493.
Cormier, S. M., & Hagman, J. D. (1987). Transfer of learning: Contemporary research and applications. San Diego: Academic Press.
Costa, A. L. (Ed.) (1990). Developing a curriculum for critical thinking. Philadelphia.
D’Angelo, E. (1971). The teaching of critical thinking. Amsterdam: B. R. Gruner.
Dewey, J. (1933). How we think. New York: Prometheus Books.
Dick, W., & Carey, L. (1990). The systematic design of instruction (3rd ed.). US: Harper Collins Publishers.
Earle, R. S. (2002). The integration of instructional technology into public education: promises and challenges. Educational Technology, Jan-Feb., 5-13.
Elder, L., & Paul, R. (1994). Critical thinking: Why we must transform out teaching. Journal of Developmental Education, 18(1), 38-39.
Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43(2), 44-48.
Ennis, R. H. (1987). A taxonomy of critical thinking dispositions and abilities. In J. B. Baron & R. J. Sternberg (Eds.), Teaching Thinking Skills: Theory and Practice, 9-26. New York: W. H. Freeman.
Ennis, R. H. (1993). Critical thinking assessment. Theory into Practice, 32(3), 179-186.
Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Research findings and recommendations. (ERIC Document Reproduction Service No. ED315-423)
Facione, P. A. (1998). Critical thinking: What it is and why it counts. Millbrae, CA: California Academic Press. Retrieved June 30, 2007, from http://www.insightassessment.com/pdf_files/what&why98.pdf
Facione, P. A. (2007). Critical thinking: What it is and why it counts. Millbrae, CA: California Academic Press.
Facione, P. A., & Facione, N. C. (1992). The California critical thinking dispositions inventory (CCTDI); and the CCTDI test manual. Millbrae, CA: California Academic Press.
Facione, P. A., Facione, N. C., & Fiancarlo, C. A. (1996). The California critical thinking dispositions inventory: Test manual. Millbrae, CA: California Academic Press.
Facione, P. A., Facione, N. C., & Giancarlo, G. (2000). The dispositions toward critical thinking: its character, measurement, and relationship to critical thinking skill. Informal Logic, 21(1).
Facione, P. A., Sanchez, C. A., Facione, N. C., & Gainen, J. (1995). The dispositions toward critical thinking. Journal of General Education, 44(1), 1-25.
Gagne, R. M. (1965). The conditions of learning. New York: Holt, Rinehart and Winston.
Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Newbury Park, CA: Sage.
Halpern, D. F. (1998). Education and thinking: The role of knowledge. American Psychologist, 39, 93-104.
Halpern, D. F. (2003). The how and why of critical thinking assessment. In D. Fasko, Jr. (ed), Critical thinking and reasoning: Current research, theory, and practice.(pp. 355-366). Cresskill, NJ: Haampton Press.
Horak, W. J. (1991, April). An analysis of metacognitive skills utilized by students during computer simulation activities. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Lak Geneva, WI.
Isaacs, L. G. (1991). A study of the effect of teaching critical thinking in an introductory nursing course. Paper presented at the 11th Annual Conference on Critical Thinking and Educational Reform, Sonama, CA.
Jessop, J. L. P. (2002). Expanding our students’ brainpower: Idea generation and critical thinking skills. IEEE Antenna’s Propagation Maggzine, 44(6), 140-144.
Judd, C. H.(1908). The relation of special training to general intelligence. Educational Review, 36, 28-42.
Kastrinos, W. (1964). The relationship of two methods of teaching to the development of critical thinking by high school students in advanced biology. Science Education (Mar.), 187-195.
Klausmeier, H. J., & Ripple, R. E. (1971). Learning and human abilities (3rd ed.). Educational Psychology, N.Y.: Happer.
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bullentin, 199(2), 254-284.
Knight, S. L., Wexman, H. C., & Padron, Y. N. (1989). Students perceptions of relationships between social studies instruction and cognitive strategies. Educational Research, 82(5), 270-276.
Lang, K. S. (2001). Critical thinking disposition of pre-service teachers in Singapore: A preliminary investigation. Paper presented at the Conference of the Australian Association for Research in Education, Fremantle.
Leader, L. F., & Middleton, J. A. (2004). Promoting critical thinking dispositions by using problem solving in middle school mathematics. Research in Middle Level Education Online, 28(1), 55-72.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills: Sage Publications.
Luckey, J. G. M. (1991). The context of critical thinking: values and attitudes. Paper presented at the Eleventh International Conference on Critical Thinking and Educational Reform, Sonoma State University, CA.
Mager, R. F. (1962). Preparing objectives for programmed instruction (also titled Preparing instructional objectives). Belmont, CA: Fearon.
McBride, R., & Knight, S. (1993). Identifying teacher ehaviors during critical-thinking tasks. The Clearing House, 66(6), 374-378.
McPeck, J. E. (1981). Critical thinking and education. New York: St. Martin’s Press.
Michelli, N. M., Pines, R., & Oxman-Michelli, W. (1990). Collaboration for critical thinking in teacher education: The Montchair State College Model (Series 3, no. 3). NJ: Institute for Critical Thinking.
Noe, R. A. (1986). Trainee’s attributes and attitude: Neglected influences on training effectiveness. Academy of Management Review, 11(7), 36-749.
Norris, S.P., & Ennis, R. H. (1989). Evaluating critical thinking. Pacific Grove, CA: Critical Thinking Press & Software.
Ormrod, J. E. (1995). Educational psychology principles and applications. Colubus, OH: Merrill.
Paul, R., & Elder, L. (2001). Critical thinking: Tools for taking of your learning and your life. NJ.: Upper Saddle River.
Paul, R. et al., (1986). Critical thinking handbook (K-3): A guide for remodeling lesson plans in language arts, social studies, and science. CA: Sonoma State University: Cester for Critical Thinking & Moral Critigue.
Paul, R. et al,. (1987). Critical thinking Handbook (4th-6th): A guide for remodeling lesson plans in language arts, social studies, and science. CA: Sonoma State University: Cester for Critical Thinking & Moral Critique.
Paul, R. W. (1990). Critical thinking in North America. In A. J. Binker(Ed.), Critical thinking: What every person needs to survive in a rapidly changing world,(pp. 18-43). Rohnert Park. CA: Sonoma University Press.
Paul, R. W. (1993). Critical thinking: What every person needs to survive in a rapidly changing world. Santa Rosa, CA: Foundation for Critical Thinking.
Paul, R. W. (1995). Critical thinking: How to prepare students for a rapidly changing world. Santa Rosa, CA: Foundation for Critical Thinking.
Perkins, A. (1986). Knowledge as design. Hillsdale, NJ: Erlbaum.
Perkins, D. N., & Salomon, G. (1989). Are cognitive skills context-bound? Educational Researchers, 18(1), 16-25.
Rickert , R. K. (1967). Developing critical thinking. Science Education (Feb.), 24-27.
Robson, C. (1993). Real world research: A resource for social scientists and practitioner-researchers. Oxford: Blackwell.
Scriven, M. (1967). Perspectives on curriculum evaluation. In M. Scriven, R. Tyler, & R. M. Gagne (Eds.), AERA monograph on curriculum evaluation, 1-26. Chicago: Rand McNally.
Siegel, H. (1988). Educating reason: Rationality, critical thinking, and education. New York: Routledge Chapman & Hall.
Singley, M., & Anderson, J. (1989). The transfer of cognitive skill. Cambridge, MA: Harvard University Press.
Skinner, B. F. (1958). Teaching machines. Science, 128, 969-977.
Swartz, R. J., & Parks, S. (1994). Infusing the teaching of critical and creative thinking into content instruction. Pacific Grove, CA: Critical Thinking Press & Software.
Thorndike, E. L. (1913). Psychology of learning. Educational psychology, 2, N.Y.: Teachers college Press.
Walsh, D., & Paul, R. W. (1986). The goal of critical thinking: Form education ideal to educational reality. Washington DC: American Federation of Teachers, Educational Issues Department.
Watson, G., & Glaser, E.M. (1980). Watson-Glaser Critical Thinking Appraisal: Manual. USA: The Psychological Corporation.
Weerts, S. (2005). Use of films to teach critical thinking. Journal of Nutrition Education & Behavior, 37(2), 100-101.
Wexley, K. N., & Latham, G. P. (2rd ed.). (1981). Developing and training human resources in organizations. New York: Harper Collins.
Woodward, H. (1998).Reflective journals and portfolios: Learning through assessment. Assessment and Evaluation in Higher Education, 23(4), 415-425.
Van Gelder, Tim. (2005). Teaching critical thinking. College Teaching, 53(1), 41-47.
Xu, J., & Yuan, R. (2003). Doing homework: Listening to students’, parents’, and teachers’ voices in one urban middle school community. School Community Journal, 13(2), 25-44.
Yang, Y.-T. C., Newby, T. J., & Bill, R. L. (2005). Using Socratic questioning to promote critical thinking skills through asynchronous discussion forums in distance learning environments. American Journal of Distance Education, 19(3), 163-181.
Yang, Y.-T. C. (in press). A catalyst for teaching critical thinking in a large university class in Taiwan: Asynchronous online discussions with the facilitation of teaching assistants. Educational Technology Research & Development.
Yang, Y.-T. C., & Chou, H.-A. (in press). Beyond critical thinking skills: Investigating the relationship between critical thinking skills and dispositions through different online instructional strategies. British Journal of Educational Technology.
Yelon, S. (1992). M.A.S.S.: A model for producing transfer. Performance Improvement Quarterly, 5(5), 13-23.