本研究的主要目的在透過「批判思考的電腦模擬教學(CS-TCT)」探討電腦模擬應用於批判思考教學訓練之成效。受試者為75位就讀於美國維吉尼亞大學的職前教師。本研究所使用的測量工具包括CS-TCT與「批判思考教學的專業知識量表」；所使用的統計方法包括描述統計、多變項及單變項共變數分析。本研究發現CS-TCT中的訓練課程顯著地改善了職前教師整體批判思考教學的有效性、專業知識、及正面教學行為。更明確地說，此一訓練課程有效地改善了職前教師的「批判思考的內容知識」，並增強了職前教師使用有助於改善學生的批判思考氣質及批判思考技巧的教學行為。在本研究中，雖然職前教師在訓練課程結束時顯著地增進其「批判思考的內容知識」，但並未顯著地增加其「批判思考的教學法內容知識」。 The purpose of this study was to investigate the effectiveness of teacher training for critical-thinking instruction via a computer simulation--"The Computer Simulation for Teaching Critical Thinking (CS-TCT)." Seventy-five preservice teachers enrolled in the University of Virginia participated this study. The employed instruments were CS-TCT and The Questionnaire of Professional Knowledge about Teaching Critical Thinking. The applied statistical analyses included descriptive analyses, MANCOVAs, and ANCOVAs. The CS-TCT training resulted in improving the presevice teachers' overall effectiveness in critical-thinking instruction, in increasing their professional knowledge about teaching critical thinking, and in enhancing their use of positive teaching behavior during critical-thinking instruction. More specifically, the training yielded an improvement in the preservice teachers' content knowledge about teaching critical thinking and an increase in their use of teaching behavior related to improving both critical-thinking dispositions and skills in their students. While the preservice teachers significantly increased their content knowledge about teaching critical thinking, they, however, did not significantly increase their pedagogical content knowledge about teaching critical thinking.