通識教育培養研判思考能力（critical thinking ability）在目前高等教育中具有 不可取代的重要性，但卻不能確保實踐上的必然可行。其原因一部分為其研判思考 能力過於抽象不易被量化分析，難以看出其成效評估。因此，國內對通識教育的研 判性思考能力的研究，以數據佐證其成效評鑑的文獻並不多見。 本研究透過以證據為導向（evidence-based）的校務研究來探究臺灣某國立綜 合大學（以下簡稱T大）通識課程中研判思考能力的成效評估，並探討研判思考能 力的理念如何實際地落實在通識課程中。研究目的有四：首先，分析通識課程的研 判思考能力之核心能力權重設定，以了解這些課程使學生達到何種能力；其次，分 析通識課程的研判思考能力之教學大綱，以了解透過這些課程，如何培養學生研判 思考能力；第三，分析通識課程是否有助於學生的大學期間與生涯規劃；最後，分 析通識課程設計對應的學習成效之師生差異，以了解教師與學生對於研判思考能力 的差異為何。 研究結果顯示，T大的通識教育課程相當重視學生研判思考能力的培養，其教學大綱亦符合研判思考的教學策略。人文社會學院學生認為通識課程對自己的大學期間與生涯規劃幫助最小，是否應擴大修課範圍有其必要性。最後，應加強學生對通識課程的研判思考之學習成效。本研究透過校務研究的觀點提出相關改進建議，期能豐富通識教育的研判性思考能力之研究，並為校方提供更完善的政策制定參考。

It is imperative for higher education to cultivate students’ critical thinking ability through general education courses. Nevertheless, it is not clear about the teaching effectiveness of the general education on critical thinking in colleges. One of the reasons is that the critical thinking is extremely difficult to measure quantitatively. Therefore, there are very limited previous studies that empirically evaluate the effectiveness of general education on critical thinking. The study focuses on the performance evaluation of the critical thinking ability through general education courses in T University, and then investigates how the concept of critical thinking can be well practiced in the general education courses. There are four purposes of this study: First, the weight setting of the core ability about critical thinking will be analyzed to understand how those courses enhance students’ ability. Second, the syllabi of general education courses are inspected to know how to cultivate the critical thinking through these courses. Third, we assess whether the general education courses are able to contribute to the career plan. Finally, we discuss whether the course design by instructors really matches the students’ learning outcome on critical thinking. The results of this study shows that the general education courses at T University really put focus on cultivating the students’ critical thinking, feelings and the satisfaction. This study also proposes some policy suggestions that can enrich the investigation in the critical thinking of general education courses.