教師身負經營教學現場的關鍵角色，面對教育環境急遽變動，預測屬高層次思維之教學設計想像力，需同時考慮多種內、外在因素及其之間可能存在的交互作用。本研究探討環境之「組織措施」調節及「內在動機」的中介作用，對國小教師人格及心理因素影響其教學設計想像力的預測模型。本研究於2015∼2017年間，邀請現職國小教師，共計874位參與調查，其中229人的樣本用於教師教學設計想像力之因素探索；645人的樣本用於因素確認，並以結構方程模式考驗假設模型。結果顯示：一、以「組織措施」調節暨內在動機中介教師人格與心理因素，預測教學設計想像力的模型獲得驗證。其中，組織措施對具「親和」特質的經驗教師的轉造性教學設計想像力有負向調節作用；對心理之「做中悟」因素影響創造性教學設計想像力則有正向調節作用。二、開放及審慎特質，仍是預測經驗教師高層次教學設計思維最具影響力的兩項人格特質。三、「內在動機」與多數研究的發現一致，是扮演人格及相關因素預測個體高層次思維的關鍵中介因素。本研究最後指出經營教學現場「人─境適配」生態的較佳途徑，並討論未來研究方向。

Teachers are key actors in instructional practice. To predict a teacher’s instructional design imagination–a higher-order thinking skill–many internal and external factors and their possible interactions must be considered. For such prediction, this study used a person–environment fit (P–E fit) perspective to examine the moderating role of organizational measures and the mediating role of intrinsic motivation. Participants comprised 874 experienced elementary teachers who lived Taiwan from 2015 to 2017; data on 229 participants were used for investigating the instrument factors, and that on 645 participants were used for validating the instruments and hypothesis model. According to Structural Equation Modeling (SEM) results, (1) the hypothesis model was validated. For individuals with agreeable traits, the model describes organizational measures as having a negative moderating effect on the transformative imagination of instructional design. By contrast, organizational measures were modeled as having a positive moderating effect on instructional design imagination. SEM results also revealed that (2) for experienced teachers, openness and conscientiousness are still the two most important traits that predict higher-order instructional design thinking. In addition, (3) intrinsic motivation was also revealed to greatly mediate personality and psychological factors in the prediction of the three types of instructional design imagination.