中文摘要
本研究主要目在探討批判思考教學方案對學生批判思考能力、傾向的提升效果及對思考風格的影響。本研究採用不等組前後測準實驗設計，以苗栗縣某國小六年級三個班級70名學生，其中實驗組兩班46名；控制組24名。實驗組學生參加5週（每週2節課）批判思考教學實驗，而控制組則不進行任何實驗教學。研究所使用之研究工具包括「批判思考測驗-第一級」、「批判思考傾向量表」、「思考風格量表」。所得資料以多因子變異數分析檢驗批判思考教學實驗的影響。
本研究主要結果發現：（一）本研究所使用的批判思考教學方案能有效提昇國小六年級學童批判思考能力（表現）。（二）本研究所使用的批判思考教學方案能有效提昇部分國小六年級學童批判思考傾向。（三）批判思考教學方案使受試學童的司法型思考風格有增加的傾向，不過增加強度並未如預期的顯著。（四）批判思考教學方案對受試學童的內在型與外在型思考風格型態並沒有產生預期的變化。
最後，根據本研究的結果，研究者針對未來批判思考教學方案的設計與實施，以及進一步相關研究方向提出建議。

Abstract
The main purpose of this study was to investigate the effects of critical thinking training program on improving critical thinking abilities and tendency, and on affecting the degrees of thinking styles. A nonequivalent pretest-posttest control group design was used in this study. The subjects were selected from 70 sixth-grade students of an elementary school in Miaoli County. Forty-six subjects were assigned into one of two experimental groups, and the other 24 subjects were assigned into the control group. The experimental groups received the critical thinking training program ten times five weeks, while the control group did not receive any training treatment. The employed instruments included Critical Thinking Test-Level I, Test of Critical Thinking Tendency, and Thinking Styles Inventory. The methods of multivariate analysis of variance were used to analyze the obtained data.
The main findings of this study were: (1) The critical thinking training program could improve children’s critical thinking abilities (performances). (2) The critical thinking training program could improve some children’s critical thinking tendency. (3) The critical thinking training program could slightly promote children’s judicial thinking style, yet not significantly. (4) The critical thinking training program did not have significantly effects on the degrees of internal thinking style and external thinking style.
Finally, some suggestions for the design and execution of the critical thinking training program, and for future research were proposed.

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