本研究為期兩年，第一年的主要任務在進行將網路學習融入批判思考教學課程的實驗教學，以瞭解這樣的教學設計是否能有效促進職前教師的批判思考能力，以及是否能促進職前教師對於批判思考教學的教學效能。第二年的主要任務同樣是進行將網路學習融入批判思考教學課程的實驗教學，以瞭解哪些因素（尤其是個人特質）會影響線上學習融入批判思考教學的效果，並歸納出較佳的教學模式。本研究兩年均擬採單組前後測實驗設計。在進行教學時，將採非同步網路教學的方式，並以直接教學模式作為架構，強化學習社群的建立、小組合作學習、互動討論與反思、以及鷹架教學。第一年與第二年擬各以一班修習教育學程「批判思考教學」課程的職前教師（約50 人）為對象。本研究擬採用的工具包括XOOP 教學網站、批判思考測驗第二級、批判思考個人教學效能量表、思考風格量表、內省智慧量表，以及自編的評量問題以進一步瞭解學生的感受。本研究將採用描述分析分析參與者在各變項上的表現；以重複量數分析檢驗教學效果；以多變量變異數分析分析個人特質對教學效能之效果，以潛在模式檢驗最佳教學模式。本研究的預期效果如下：.（一）網路學習融入批判思考教學課程能有效提升職前教師本身批判思考能力及其批判思考教學效能；（二）發現影響網路學習融入批判思考教學效果的重要因素；（三）職前教師能瞭解學習社群對教師專業成長的重要性；（四）提出將網路學習融入批判思考教學的模式；（五）職前教師對於網路融入教學有更深刻的認識。 The aims of this two-year study include (a) revising CTT-II and developing a
situation-based critical-thinking test; (b) investigating whether integrating e-learning into the course of “Critical-thinking Instruction” can effectively improve preservice teachers’ critical-thinking ability and their effectiveness of teaching critical thinking; (c) exploring the mechanisms that may contribute to the effectiveness of integrating e-learning into the “Critical-thinking Instruction”; (d) constructing the reliability and validity of the situation-based critical-thinking test; (e) investigating the formation process as well as the types of a learning community; and (f) integrating the factors that influence the effects of integrating e-learning into the “Critical-thinking Instruction” and therefore propose a teaching model. The first-year study was conducted to achieve the first 3 goals. While a control group pretest-posttest design was employed to test the change of critical-thinking ability, several pretest-posttest designs were used to test the change of professional knowledge and teaching efficacy. Using “direct-instruction” as the main approach, this study incorporated asynchronous
learning into the experimental instruction. Four hundred and ninety-three college students participated in the revision of the CTT-II and 48 preservice teachers participated in the experimental instruction (46 preservice teachers were also included in the control group). The employed e-learning interface was the distance-learning website developed by National Chengchi University. The main findings in the first year were: (a) all participants supported the design of integrating e-learning into the
“Critical-thinking Instruction”; (b) incorporating e-learning into the “Critical-thinking Instruction” effectively improved the preservice teachers’ critical-thinking ability, professional knowledge, and personal teaching efficacy; (c) the mechanisms that contributed to the effectiveness of incorporating e-learning mainly included discussing and sharing, observed learning, reflection and self-improvement, and guided practices.