本研究在於探討「行動－反思」教學模式（徐綺穗，2007）對大學生學習成尌、批判思考意向及學業情緒的影響。採取凖實驗研究設計，以兩班修習「兒童發展」課程的85名大學生做為實驗教學對象。歸納研究結果如下：一、接受「行動－反思」教學學生之期末學習成尌顯著優於接受講述教學學生。學生能建構概念與概念之間的關係，將所學與舊經驗統整。二、接受「行動－反思」教學學生其批判意向顯著優於接受講述教學的學生。學生傾向援引證據來論述觀點、提出質疑並持續尋求真相。三、接受「行動－反思」教學學生其「高興」、「希望」情緒顯著優於講述教學學生，「無聊」情緒則較低。學生的學習行動，引發其正向的學業情緒，過程先歷經焦慮、挫折，再轉變成正向情緒。

The promotion of innovations in higher education through the improvement of the quality of instruction is recognized as a core method. According to research, action learning sets have been a recognized mechanism for ensuring deep and effective learning. The purpose of the research is to assess the effects of "action-reflection" teaching model on students' achievement, critical thinking disposition and academic emotions. A quasi-experimental design was employed in this study. The participants of the experimental group accepted the "Action-Reflection" Teaching, while the lecture instruction was implemented for the control group. Results showed that the subjects in the experimental group had higher achievement than the control group in the final examination. They also performed the constructions of relationship between concepts they had learned and the integration of subject content knowledge with what they had already known. A significant difference was found between two groups for critical thinking dispositions, and academic emotions. The students in the experimental group exhibited analyticity, truth-seeking, had more enjoyment, hope emotion during their learning process than did students in the control group.