本研究的主要目的在探討批判思考教學師資培訓的「最適合(best-fit)」模式， 從而提議一有效旳批判思考教學師資培訓之參考模式。本研究的參與者為 75 位職前教師； 測量工具為一個電腦模擬教學課程和二份李克特式量表；分析方法則包括描述統計、 Hotelling['s T �插B以及 Structural Equation Modeling。 本研究發現 (1) 一個有效的 批判思考教學師資培訓課程至少涉及四個因素：參訓投入程度以及批判思考教學的專業知識 、個人教學效能與教學行為；(2) 職前教師的「參訓投入程度」對其批判思考教學的專業知 識及教學行為之改變有直接且正面的效果，對其個人教學效能的改變則有正面但間接的效果 ；(3) 在批判思考教學的過程中，職前教師批判思考個人教學效能的改變為其教學專業知識 與教學行為的改變之中介變項。 The major purposes of this study were to find out the "best-fit" model for teacher-training in critical-thinking instruction and, accordingly, suggest an effective training model for critical-thinking instruction. Seventy-five preservice teachers participated in this study. The employed instruments were a computer-simulation program and two Likert-type questionnaires. The applied analyses included descriptive analysis, Hotelling's T ��, and Structural Equations Modeling (SEM). The major findings revealed that (a) an effective program for teacher training in critical-thinking instruction involves at least four factors: training-involvement level, professional knowledge, personal teaching efficacy, and teaching behavior related to critial-thinking; (b) the preservice teachers' "training-involvement level" directly influenced their improvement in professional knowledge and teaching behavior, but indirectly enhanced their personal teaching efficacy for critical thinking; (c) the preservice teachers' change in personal teaching efficacy was a mediator of their change in professional knowledge and teaching behavior during critical-thinking instruction.
教育與心理研究, 21(下),307-332 Journal of Education & Psychology