本研究乃以認知取向教學理論及教師思考為主題，經由文獻分析的研究方法，分析教師面對教學創新的教育改革衝擊之下，提出托育機構教師教學思考及其角色的扮演取向之啟示，以作為托育機構教師從事創新教學的指標。職是之故，本研究包括以下探討內涵：1.認知取向教學理論，包含訊息建構觀、建構導向教學以及批判思考教學；2.教師思考的內涵，包括教師的教學計劃、教學判斷、內在價值規範、教學信念、教學期望等；3. 認知取向教學理論對於托育機構教師思考的影響；4. 托育機構教師在創新思考與教學下的角色扮演。

The study that according to cognitive instruction theory and teachers’ thinking to use literature survey to analyze teachers’ thinking and teachers’ role and to turn into indicator of teaching originality at preschool. Therefore the studies that include what follow: (a) the contents of cognitive instruction theory, (b) the contents of teachers’ thinking, (c) the influence of teachers’ thinking for educational revolution, (d) the teachers’ role for teaching thinking and originality at preschool.