本論文旨在探討批判性思考對台灣高中學生認知和情意層面的影響，研究結果可作為高中英文教師實施批判性思考教學或將批判性思考教學融入正規英文科課程之參考，以符合學生當前及未來的需求。
培養學生的思考能力為世界各國教育界之重要目標。在台灣，英文科於九九課綱中將思考能力融入英語教學，成為主要教學目標之一，這更強調了批判性思考教學的重要角色。
本研究設計一個教導批判性思考能力的課程，四項思考能力被選為教學目標，分別為：分類排序的能力、比較異同的能力、分辨事實及意見的能力和分辨訊息關係的能力。六十位高二學生接受思考教學後，以書面測驗測試其各項思考能力之進展，其中三項思考能力有明顯的進步，包括：分類排序的能力、分辨事實及意見的能力、分辨訊息關係的能力；所有能力中惟有比較異同的能力在前後測中沒有明顯差異。
第二階段，以問卷調查學生對此教學的想法和態度。學生認為批判性思考對高中學生而言是一項重要的能力，但一般課程中並無多加著墨；學生對此思考教學普遍給予正面的評價，並反映此教學能提升英語文的聽說讀寫四項基礎能力，特別是閱讀能力；教學目標的四項思考能力亦透過此教學課程得到進展，邏輯論述及偵測謬誤的能力也有成長；學生並表示此教學亦提供額外的好處，例如：有助於知識的擴展、學習效率的提升和整體認知能力的發展。
最後，根據研究發現，本文亦提出教學建議，以供英文科教師參考。

The study aims to investigate the effects of critical thinking instruction on students’ cognitive and affective domains in senior high school students in Taiwan. Research result can serve as a reference for high school English teachers to conduct critical thinking instruction or to integrate thinking-skill instruction into the regular English curriculum in order to suit their students’ current and future need.
Cultivating students’ thinking abilities has been a significant goal in the educational field worldwide. In Taiwan, the 2010 High School Curriculum Guidelines in the English subject incorporates critical thinking skills into the regular language pedagogy, which highlights the important role of critical thinking instruction.
On this study, four critical thinking skills have been selected as the teaching materials in a newly-designed curriculum. Sixty eleventh-graders received the critical thinking instruction and their improvement of individual skill was assessed in a written test. Three thinking abilities have significant progress after the instruction, including the ability to classify, order and rank, the ability to distinguish facts from opinions and the ability to identify the relationship between two pieces of information. The ability to compare and contrast demonstrates no obvious difference in students’ performances.
At the second stage, a perception questionnaire was implemented to probe into students’ beliefs and attitudes toward the instruction. Students note that critical thinking skills are important for high school students; however, they are seldom mentioned in normal curriculum. Students generally display a favorable attitude to the instruction and report their improvement in four basic English skills, especially in the reading skill. As for the target thinking skills, they also detect their own progress in each skill. Their ability to reason logically and to detect fallacies improves as well. Furthermore, they state some additional benefits of the instruction, such as the expansion of knowledge, increased learning efficiency and improvement in cognitive development.
At last, based on the research findings, some pedagogical implications are provided in the study for English language teachers.

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