本研究目的為釐清國中生在情感教育課程的學習經驗，並以「愛情迷思」為主題進行教學實驗，探討學生在課堂中的知識情緒歷程與批判思考策略的關係，以及考驗學生對愛情課程的價值評估在上述關係的調節效果。據此，本研究先考驗「驚訝→好奇／困惑→批判思考策略」的間接效果，接著，再進一步分析學生對愛情課程的主觀價值是否會影響前述的中介關係。本研究以 205 位南部某直轄市國中二年級學生為對象，採用結構方程模式進行中介與條件化間接效果分析。結果顯示，在愛情迷思課堂中：一、學生的驚訝情緒不僅會誘發好奇，進而對批判思考策略產生正向間接效果，也會引發困惑且對批判思考策略產生負向間接效果。二、學生對課程的價值評估會調節上述「驚訝→困惑→批判思考策略」的中介效果，當學生對愛情主題課程抱持低價值時（價值評估分數為1分），驚訝透過困惑對批判思考策略的負向間接效果才可能存在。綜上，本研究依據研究結果提出建議，以提供國中情感教育教學輔導與未來研究之參考，並同時擴展知識情緒研究。

This study investigated Taiwanese junior high school students’ learning experiences in an affective education curriculum, focusing on the “myths of romantic love”. A teaching experiment was conducted to examine the relationship between students’ epistemic emotions and their use of critical thinking strategies. The study also examined whether students’ value appraisals of the course moderated the relationship between epistemic emotions and critical thinking strategies. Specifically, the study first tested the indirect effects of surprise on critical thinking strategies– positively through curiosity and negatively through confusion, and then analyzed whether these mediating effects were conditioned by students’ perceived value of the course. A total of 205 eighth-grade students from a metropolitan city in southern Taiwan participated in the study. Structural equation modeling was used to examine both mediation and conditional indirect effects. The results showed that during the lesson: (1) surprise had both positive and negative indirect effects on students’ use of critical thinking strategies— positively through curiosity and negatively through confusion; and (2) value appraisal moderated the indirect effect of surprise on critical thinking via confusion— this negative pathway was significant only among students who rated the course value very low (i.e., a score of 1). Based on these findings, the study offers instructional implications for affective education in junior high schools and contributes to the growing body of research on epistemic emotions in domain-specific learning contexts.