中等學校教師創造思考、批判思考及其相關因素之研究

This study was to explore the relations between creative thinking， critical thinking and the related factors of secondary school teachers. Its major purposes were: (1) to understand the present situation of creative and critical thinking of secondary school teachers in Taiwan; (2) to ascertain the concept of “A good thinking” proposed by Norris & Ennis in 1989; (3) to investigate the relations between demographic variables， thinking experience， teaching background variables and critical thinking and creative thinking; (4) to investigate the relations between teacher thoughts， teaching self-efficacy and pupil control ideology.
The subjects were 240 secondary school teachers (145 male， 95 female). 「Watson-Glaser Critical Thinking appraisal， Form Zm」，「Torrance Test of Creative Thinking」，「Teacher Efficacy Scale」，「Pupil control Ideology」 were administered to the subjects. Data were analyzed by t-test， pearson product-moment correlation， ANOVA， MANOVA and canonical correlation. The main findings of the study were as following:
1.The test score of critical and creative thinking of secondary school teacher was lower than university students’ and enterprisers’. 2.The relation between critical thinking and creative thinking were almost zero correlation. This result did not accord with the concept of “A Good Thinking” proposed by Norris and Ennis. 3.The relation between prior variables and teacher thoughts: (a) Creative thinking: Female was superior to male in verbal elaboration; teachers under 39 years old or 15 years teaching were better in the graphic elaboration; teachers who had taught the gifted class were better in graphic creation， verbal fluency and flexibility. (b) Critical Thinking:Teachers who were under 39 years old or 9 years teaching， had selected experimental relatd courses or had taught in the city govered by province would be better in critical thinking. (c) There were obvious canonical correlations between prior variables， creative thinking and critical thinking. Prior variables would explain 12% of the total variances of teacher thoughts. 4.The relation between teacher thoughts and teacher behavior: Cannonical correlations between critical thinking， creative thinking and teaching self-efficacy of subjects and pupil control ideology were not significant. Besides， this study also discovered that a better critical thinking and higher teaching self-efficacy teacher of secondary school whose instructive attitude would tend to adopt humanity custodialism.