「邏輯思考、判斷與創造力」已正式列入十二年國民基本教育英語文課程綱要，此創新變革雖令人振奮，但課綱中有關思考與創造力學習表現之內容卻仍有可議與不足之處。本文以探究十二年國教普通高中英語文課綱中「邏輯思考、判斷與創造力」內涵為主旨，首先簡述思考能力在臺灣中等教育英語文課綱中之角色與沿革，接著針對十二年國教普通高中英語文課綱中「邏輯思考、判斷與創造力」學習表現之論述提出數點疑義，最後就該課綱下思考與創造力之教學實施提供實作建議及原則性提點。

Thinking training, under the name of “logical thinking, evaluation and creativity,” is officially included in Taiwan’s 12-Year Basic Education Curricular Standards in 2018. An exuberating development as it is, thinking instruction in the curricular standards for high school English education leaves room for improvement. This paper first summarizes the evolution of thinking training in the English curriculum for secondary schools in Taiwan. It then details the “logical thinking, evaluation and creativity” ability statements included in the curriculum and discusses the deficiencies manifested. Lastly, it proposes an argument-based approach to proceed thinking instruction in high school English curriculum.