当前教育领域对思维教学越来越重视，但没有一套准确测量思维教学实施水平的方法。关注为本采纳模型（Concerns-Based Adoption Model，简称CBAM）是测量课程实施水平的有效工具，在测评教学变革实施水平方面有广泛应用。

本研究针对当前无法系统评价中小学思维教学实施水平的问题，基于CBAM开发了一套可以准确评价实施水平的量表并且利用此量表来调查当前思维教学实施水平和实施水平的学校、学段、教师学历、学科差异。

本研究采用了德尔菲法和问卷调查法两个研究方法，先使用德尔菲法让专家评审量表，一共咨询了5位专家，专家对每道题的适切性评分均在3.5以上，这说明量表具有足够的效度，根据专家的建议修改后再在思维发展型学校联盟进行调查，共收集了101份问卷，其中有效问卷76份，根据调查数据评价量表的信效度，分析数据显示本量表信度良好，可以在接下来的研究中投入使用，接下来利用数据分析当前中小学思维教学实施水平现状及影响因素。

结果显示被试教师有超过70%开始实施思维教学，但实施层级并不高。对实施水平进行差异分析得知农村校的实施水平高于城市校和城郊校，高中的实施水平高于初中和小学，教师的学历对实施水平有着正向影响，英语学科教师的实施水平高于语文和数学学科教师的实施水平。

At present, the education field pays more and more attention to thinking teaching, but there is no set of methods to accurately measure the implementation level of thinking teaching. The Concern-Based Adoption Model (CBAM) is an effective tool for measuring the level of curriculum implementation and it has a wide range of applications in evaluating the implementation level of teaching reforms. To solve the problem that the current inability to systematically evaluate the implementation level of thinking-developing classrooms in primary and secondary schools, this study developed a set of scales that can accurately evaluate the implementation level based on the Concern-Based Adoption Model and used this scale to investigate the current implementation levels of teaching thinking and the implementation level of learning, semesters, teachers’ academic qualifications, and subject differences. This study adopted two research methods: Delphi method and questionnaire survey method. First, the Delphi method was used to evaluate the scale by experts. A total of 5 experts were consulted and the experts rated the appropriateness of each question above 3.5. After revising according to expert’s suggestion, the survey was conducted in the Mind Development Alliance School. 101 questionnaires were collected totally, of which 76 were valid. The reliability and validity of the scale were evaluated based on the survey data and the analysis data showed the reliability and validity of the scale. It can be used in the next research. Then use data to analyze the current status and influencing factors of the current teaching thinking implementation in primary and secondary schools. The results show that more than 70% of the tested schools have begun to implement thinking development classrooms, but the implementation level is not high. Analysis of the differences in implementation level shows that the implementation level of rural schools is higher than that of urban schools and suburban schools, and the implementation level of the high schools is higher than that of the middle schools and elementary schools. Teachers’ academic qualifications have a positive impact on the implementation level. The implementation level of CBAM in English subject is higher than that in Chinese and mathematics subject.