本研究主要目的在針對屬於成人前期的大學傳播科系學生，發展融入學科的批判思考智能培訓方案，一則培養未來公民能適應成人生活，敏銳地察覺問題、鑑別資訊的真偽和品質、養成獨立思辨及反省的能力；另一方面，應提供問題導向與資訊處理的知識，訓練學生瞭解情境，並在模擬經驗中學習自我反省。 因此，本研究之教學策略採取批判思考教學模式，以澄清、診斷、練習與評鑑等階段規劃教學活動。教學方法採用講授法、反詰法、問題解決法、合作學習法、模擬情境等，再據以分析課堂討論資料、議題文本回饋學習單、深度報導企劃案與同儕評核等，用以探討學生對應用於新聞學之批判思考技能啟發情形。 研究結果發現，多元的教學策略有助於學生培養與發展─比較質疑、辨認假設、論證評鑑與邏輯推理之批判思考技能，建議未來傳播教育應持續採融入學科的批判思考教學，以促成轉化學習，進而建立批判思考習慣。

The research aims at the training in critical thinking of the university students of early adulthood for the purposes of, on one hand, social adaptation, issue detection, fraudulence prevention and independent thinking and on the other hand, the formation of knowledge about the issues concerned and information digestion, the comprehension of milieu and self-reflection in the simulated experience. The instruction strategy involves the critical thinking that integrates clarification, realization and evaluation. The instruction method accommodates lectures, elenchus, problem solving, teamwork and simulation, through which, the course material, feedback, proposal and peer evaluation are analyzed in the hope of the development in the critical thinking in journalism. The research indicates that the comprehensive instruction strategy benefits the students in the training of the critical thinking in inquiry, identification, assumption, evaluation and logic. Therefore, the future education in the mass communication should be entitled to gowith constant involvement of critical thinking instruction for the anticipation of learning transformation and critical thinking.