在這資訊流動迅速的時代，只要短短的時間就能將訊息傳遞至許多人，但是可能隨著發起者主觀的註解，而扭曲了事實的真相，並且也並不是每個人都能正確解讀、判斷訊息，因此，培養學習者具備批判性思考，以面對日常生活中媒體訊息的媒體素養至為重要。本研究旨在發展媒體素養之批判性思考教材，並進行專家評鑑以修正教材內容。本研究運用「設計導向研究法」（design- based research, DBR）進行教材開發，採用陳密桃（1995）批判性思考教學模式，藉由影片觀賞與個案展演的方式引起學習者動機後進行講解說明，再以小組討論練習、互相解答及發表看法，使學習者在過程中不斷地進行反思，並輔以閱讀新聞短文與文章練習媒體訊息的分析、解讀技巧，增進批判性思考能力。研究對象針對某私立大學教育科技學系大學部三年級學生，開發2週共5小時之教材內容，再經由專家評鑑提出教材內容之修改建議。研究結果顯示，專家認為教材教學流程豐富有趣，活動給予學習者許多反思機會，但時間較難掌握，建議實施前進行模擬評估，且教材字句須避免偏頗，教學上也要以客觀的角度陳述，避免誘導，以提升學習者正確且全面的批判性思考能力。

In this generation where information shifts rapidly, messages can reach people only in seconds, but the truth may be distorted deliberately. Additionally, not everyone can interpret and understand the information correctly. Therefore, cultivating learners’ critical thinking to help them interpret the information in daily lives is very important. The purpose of this study was to develop media literacy teaching material targeting at learners’ critical thinking skills. Expert review of the teaching material was also conducted to provide feedback for revision. Design-based research (DBR) and Chen’s (1995) critical thinking teaching model were applied in this study to develop the teaching material. The research procedure was as follows. First, learners’ motivation was promoted by having them watch a news video clip. Learners were then put into groups to engage in a case study where they reflected and discussed with their peers. Finally, learners were given news articles to practice how to analyze and interpret information. Learners in this study were junior students in the Department of Educational Technology in a private university. Five-hours teaching material in two consecutive weeks were developed. Expert review was then performed to gather information with regard to revising the teaching material. This study concluded that the experts thought the instructional activities were interesting which can provide learners many opportunities to reflect. However, the instructional time might be difficult to control; therefore, the experts suggested to carry out a pilot study before formal implementation. Furthermore, the wordings in the material should avoid subjective views; the instruction needs to demonstrate objectivity so that the learners can fully enhance their critical thinking abilities.