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conclusion: cognitive skills and affective disposition of critical thinking of college nursing students are two independent aspects, which should be clear in curriculum setup, teaching target, teaching methods and evaluation methods of critical thinking.

[结论]批判性思维认知技能和批判性思维态度倾向性是独立的两个方面，在对批判性思维的课程设置、教学目标、教学方法和评价方法中都应清楚表明。

it give full play of the positive functions of affective thinking, withhold their negative functions, in order to achieve their theoretical value and practical significance.

充分发挥情感思维的积极功能，抑制消极作用的出现，实现情感思维的理论价值与实践意义。

and it systematically discuss the functions of affective thinking, including dynamic and enhancing function, controlling and selecting function, signal and leading function, infection and migration function, health and coordination function.

对情感思维的功能：动力和强化功能，调控和选择功能，信号和疏导功能，感染和迁移功能，保健和协调功能进行系统论述。

Affective factors that are often discussed are motivation, self-concept, creative thinking, anxiety, empathy and the like.

讨论较多的情感因素有动机 、 自我 概念 、 创造性思维 、 焦虑 、 移情等.

Affective thinking belongs to non-rational thinking and has its own characteristics.

情感思维属于非理性思维,有其自身的特性.

objective: to investigate the correlation between cognitive skills and affective disposition of critical thinking of college nursing students, so as to provide bases for teaching and assessment of critical thinking.

[目的]调查护理本科生批判性思维认知技能和批判性思维态度倾向性的相关性，为批判性思维教学和评价提供依据。