批判思考對於工作場域中的決定運作、領導情境、醫療診斷、職業是否能成功、可否有效參與民主社會是非常重要的。因此本研究致力於以下三個研究目的：(1) 考驗不同的提升學生批判思考技巧與意向之教學策略的有效性，(2) 探求台灣大學生批判思考技巧與批判思考意向之關係，(3) 探求台灣大學生願意及不願運用批判思考的原因。
　　本研究設計採前後測準實驗設計。研究對象為成功大學220名選修2004學年第一學期「電與生活」之大學生。自變項為批判思考教學策略 – 傳統教學 (對照組)、批判思考技巧教學(實驗組I)、與培養批判思考意向融入批判思考技巧教學(實驗組II)。依變項為批判思考技巧與批判思考意向。並以批判思考技能與批判思考意向之前測分數為共變項調整各組批判思考上的差異。此研究藉由個人基本資料調查表、加州批判思考測驗、加州批判思考意向量表及課後問卷收集研究資料。MANCOVA研究分析結果顯示大學生的批判思考技巧不論經由批判思考教學或培養批判思考意向融入批判思考技巧教學均有所提升。然而，實驗組I與實驗組II之間的提升程度並無顯著差異。相依樣本t考驗分析結果顯示實驗組II的學生批判思考技巧有提升而實驗組I的學生的批判思考技巧則否。這些分析結果表示培養批判思考意向融入批判思考技巧教學能有效提升高批判思考技巧學生提升其批判思考技巧。MANCOVA研究分析結果顯示期末時三個研究組別之學生批判思考意向有顯著不同。接受培養批判思考意向融入批判思考技巧教學學生的批判思考意向提升最多；接受批判思考技巧教學之學生的批判思考意向也有提升；而接受傳統教學的學生其批判思考意向並無提升。經由將此研究的學生分成不同批判思考技巧與意向程度，研究資料顯示出本研究中並無高批判思考意向的學生。造成此種結果的原因可能是東西方的文化差異。其次，由皮爾遜積差相關的分析結果發現全體學生的批判思考技巧與意向呈現正相關。而當學生被分類成不同批判思考技巧與意向程度時，皮爾遜積差相關分析結果顯示只有擁有高批判思考技巧與中批判思考意向群之學生其批判思考技巧與意向呈現正相關。其餘各群學生批判思考技巧與意向並無顯著相關；最後，透過開放性問卷發現大部份的學生因瞭解批判思考對生活的重要性、價值、與助益，所以都願意去使用批判思考，少部份之所以不願意使用批判思考之原因主要為其思考習慣與對批判思考的涵義有所誤解。
　　最後根據以上述之研究結果，本研究最後提出批判思考教學與未來研究可行之研究建議及方向給批判思考相關課程設計者與大學教學者。進而提供些許建議給未來從事大學教育批判思考的研究者。

　　Critical thinking (CT) is vitally important in the exercise of workplace decision-making, leadership, clinical judgment, professional success, and effective participation in a democratic society. Therefore, this research effort has empirically studied three coherent research subjects: (1) examining the effectiveness of different instructional strategies in improving students’ critical thinking skills (CTS) and critical thinking disposition (CTD), (2) investigating the relationship between the CTS and CTD of Taiwanese college students, and (3) probing the reasons students would like to use or not to use CTS.
　　This research design was a pretest and posttest quasi-experimental design. The participants were 220 students enrolled in a general education course, “Electricity and Life,” at National Cheng Kung University in fall semester 2004. The independent variable was CT instructional strategy, which included three levels—traditional instruction (comparison group), CTS instruction (Treatment I), and CTS instruction with CTD cultivation (Treatment II). The dependent variables were students’ CTS and CTD at the end of the semester. The pretest scores of the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI) were used as covariates to adjust for the differences among the three research groups in the beginning of the semester. The research data in this study was collected through a demographic survey, CCTST, CCTDI, and an open-ended questionnaire. The results of MANCOVA indicated that students’ CTS improved either after the CTS instruction or after the CTS instruction with CTD cultivation. However, students’ CTS were not significantly different between Treatment I and Treatment II. The results of the paired-sample t-test showed that high CTS level students in Treatment II improved their CTS, while high CTS level students in Treatment I did not. These results indicated that CTS instruction with CTD cultivation was effective in improving high CTS level students’ CTS. The results of MANCOVA indicated that students’ CTD were significantly different among the three research groups at the end of the semester. The students who received traditional instruction did not improve their CTD; the students who received CTS instruction improved their CTD; while the students who received CTS instruction with CTD cultivation improved their CTD the highest. When students were classified into three CTS levels (high CTS, medium CTS, and low CTS) and three CTD levels (high CTD, medium CTD, and low CTD), it was clear from the results that there were no high CTD level students in this study. The results might be due to the different culture between East and West. Next, the analysis of the Pearson Product Moment Correlation indicated that there was a positive correlation between CTS and CTD in the students overall. When the students were divided into different CTS and CTD levels, the results of the Pearson Product Moment Correlation indicated that only the high CTS and medium CTD level students possessed positive relationships between CTS and CTD. The other CTS and CTD level students’ CTS and CTD were not correlated. Finally, the findings from the open-ended questionnaire showed that most of the students in this study were willing to think critically because they understood that CT is important, valued, and helpful in life. However, some of the students were not disposed to think critically. Two main reasons were (1) A few students had a misconception of CT (they thought CT meant criticizing someone adversely). (2) Some students still possessed passive thinking habits, which mean that students in the East are usually taught to be obedient in class, and thus they gradually become reluctant to reveal what they know or what they are thinking.
　　In the end, several suggestions for CT course design have been provided for CT course designers and college instructors. In addition, some recommendations for future CT research have been provided for researchers in higher education.

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