本研究的主要目的在以性向處理交互作用(ATI)的研究派典，探討高低不
同批判思考能力學生分別接受「傳統教學法」及「建構教學法」兩種不同
教學方法後，在速率問題解題能力及數學學習內發動機方面的差異。研究
乃採 2(教學方法)*2(批判思考能力)因子等組後測實驗設計來進行。所得
的實徵研究資料分別以包卡爾對稱考驗，以及獨立樣本二因子變異數分析
來加以分析，並考驗假設。其次，為了能更深入了解學生在交互學習的建
構課程模式下的學習歷程，以及不同組別、不同批判思考能力學生解題歷
程的差異情形，本研究並採用質的研究，亦即利用教室歷程的參與觀察、
以及放聲思考的個別晤談方式，分別對教室歷程的互動，以及學生解題行
為做細步、客觀的分析。最後，研究者針對結果加以討論，並提出建議，
作為未來國小數學科教學應用以及進一步研究的參考。

The main purpose of this ATI study was to investigate the
difference of the velocity problem-sloving process and the
intrinsic learning motivation of students with high or low
critical thinking abilities, after they have receieved either
constructivist program of reciprocal teaching or traditional
teaching. A 2 (Teaching Method) * 2 (Critical Thinking
Abilities) between-subjects factorial design was adopted. The
data thus obtained were analyzed by Bowker's test of symmetry
and two-way ANOVA. After the quantitative study, the
qualitative reseaches, including participart observation and
think-aloud interview, werer used to observe the
interaction of class process under the constructivist
program of reciprocal learning, and to explore the
different problem-sloving process between different teaching
groups and between different levels of critical thinking
abilities. At the end of this paper, results were discussed
and suggestions also offered.
The main purpose of this ATI study was to investigate the