本研究旨在探討融入（infusion）學科取向之批判思考教學，對提昇大學生批判思考能力之效果。本研究以有兩組實驗組與兩組對照組。實驗組依接受實驗教學時間的長短分為實驗組(A)(n=48)與實驗組(B)(n=37)。實驗組(A)接受四週之實驗教學，而實驗組(B)則接受十二週之實驗教學。對照組(A)(n=50)接受四進之一般教學，對照組(B)(n=50)則接受十二週之一般教學。本研究所使用的評量工具包括：批判思考量表、生活態度問卷、教育時對理學試題；所用的分析方法包括單因子共變數分析及相依樣本t-test。結果發現：融入學科之批判思考教學對大學生批判思考能力之增進，未達顯著效果；惟大學生傾向喜好融入取向的上課方式。本研究並針對未來研究在評量工具、課程教學提出若干建議。 The main purpose of this study was to explore the effects of the infusion approach of teaching on improving college students’ critical-thinking ability. Two experimental groups and two control groups participated in this study. The experimental groups were divided into Group A (n=48) and Group B (n=37) according to the length of taking the infusion approach of teaching. Group A had a four-week experimental instruction, while Group B had a twelve-week experimental instruction. Similarly, the control Group A (n=50) had a four –week normal instruction and the control Group B (n=50) had a twelve-week normal instruction. The employed instruments included the Critical Thinking Scale, the Questionnaire of Attitude toward Life, and test in educational psychology. The employed methods were One-way ANCOVAs and paired t-tests. The results revealed that the infusion-approach of teaching was not effective in improving the students’ critical –thinking ability. However, the students displayed a positive attitude toward the use of the infusion approach. Several suggestions for evaluation instruments, teaching, and curriculum design were proposed.