自2017年《教保活動課程大綱 (以下簡稱課綱)》實施起，教育主管機關一改過往對學前教育教學內容的寬鬆彈性，透過研習與輔導進行推廣的同時，也將課綱融入視為評鑑的內容之一。課綱的強力施行給教育環境與教學模式帶來劇烈變革，教保服務人員原有的教學習慣與工作模式受到衝擊。即使廣開研習，積極鼓勵幼教機構申請輔導，但教學者對課綱的認知偏誤及負面評價仍未得到改善。如何增進教保服務人員對課綱的接納度是值得深思的問題。因此，本研究以特質活化理論及科技接受模式為基礎，探討在課綱引起的教育變革情境下，教學自我效能與批判性思考態度的特質是否受到情境激勵活化，以及教學自我效能與批判性思考態度是否能促進教保服務人員對課綱的理解與融入，進而加強對課綱積極態度，促發持續使用課綱的意圖。
本研究採問卷調查法，使用立意取樣選取實際有課綱教學經驗的教保服務人員，蒐集有效樣本共188份，使用SPSS23與Amos20進行結構方程模式 (SEM) 分析及差異性分析，結果顯示：一、教學自我效能與課綱易理解性具有正相關；二、批判性思考態度對課綱易理解性、易融入性有正相關；三、課綱易理解性與課綱易容入性有正相關；四、課綱易融入性與課綱使用態度有正相關；五、課綱使用態度與課綱持續使用意圖有正相關；六、任教年資6至10年者對課綱易融入性的知覺優於任教年資11年以上者。
本研究的統計分析結果與研究結論，可提供教育主管機關、師資培育機構、教保服務機構、現職教保服務人員在教育工作實務上與對未來研究上的建議。

Since the implementation of the Early Childhood Education and Care Curriculum Framework (ECECCF) in 2017, the education authorities have changed their past lenient flexibility towards teaching content for early childhood education. While promoting through training and counseling, the ECECCF have also been incorporated as one of the evaluation contents. The strong implementation of the ECECCF has brought about drastic changes to the educational environment and teaching methods, the teaching habits and work patterns of Preschool educator. Even with extensive training and active encouragement for early childhood institutions to apply for counseling, the teachers' misconceptions and negative evaluations of the ECECCF have not been improved. To understand the acceptance of the ECECCF among Preschool educator is worthy of investigating. Therefore, based on the Trait Activation Theory and the Technology acceptance model, this study investigates whether teaching self-efficacy and critical thinking attitude are stimulated by situational activation in the educational change brought about by the ECECCF, thereby strengthening their positive attitude towards the ECECCF and promoting their intention to continue using the ECECCF.
This study used a questionnaire survey method and purposive sampling to select Preschool educator with actual teaching experience of the ECECCF, collecting a total of 188 valid samples. Structural equation modeling (SEM) analysis and difference analysis were conducted using SPSS and AMOS. The results showed that: (1) teaching self-efficacy is positively related to the content understanding of the ECECCF; (2) critical thinking attitude is positively related to the content understanding and integration of the ECECCF; (3) there is a positive correlation between understanding and integration of the ECECCF; (4) the integration of the ECECCF is positively related to the attitude towards using the ECECCF; (5) the attitude towards using the ECECCF is positively related to the intention to continue using the ECECCF; (6) teachers with 6 to 10 years of teaching experience have a better perception of the integration of the ECECCF than those with more than 11 years of teaching experience.
Based on the results of the statistical analysis and research conclusions of this study, recommendations for education authorities, teacher education institutions, early childhood service institutions, and current Preschool educator in educational practice and future research are provided.

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