網路與課室學習環境促進學童論證能力之效益

The Effect of Argumentation-Based Learning Environment on Promoting 6th Grade Students' Argumentation Abilities

本研究旨在設計論證素材，規劃論證活動，並將之轉化為可在網路學習環境與課室學習環境中具體操作的論證課程，藉以提升學童論證能力。研究方法採用準實驗研究的不等組前後測設計，以葉玉珠（2003）的「批判思考測驗-第一級」為前測，以研究者自編的「論證能力測驗」為後測進行共變數分析。研究對象為國小六年級學生共103 人，進行連續八週的實驗教學活動後，比較網路論證學習環境組、課室論證學習環境組和對照組三組學生論證能力的表現。資料分析顯示課室論證學習環境組學童的論證能力表現比網路論證學習環境組好，課室論證學習環境的設計對六年級學童整體的論證能力提升有幫助，且具有中度以上的實驗效果量，因此在教學實務上具有推廣的價值。另外，研究也發現學生使用論證語言來進行解釋時主要是進行現象的描述，使用論證語言來進行辯護時主要是為自己的宣稱進行防禦，使用論證語言來進行反駁時主要以思考對方弱點的方式來進行。

This study aimed to design an argumentation-based learning environment to promote the argumentation abilities of 6th grade students. Three intact classes with a total of 103 students participated in the study. The treatments lasted for eight weeks to compare the argumentation performance in three different groups: the online argumentative-based learning group (OG)， the in-class argumentative-based learning group (IG)， and the control group (CG). This study， which adopted a quasi-experimental design， used the Critical Thinking Test I (Yeh， 2003) for pre-test and an Argumentation Ability Test for post-test. The results showed that: a) The argumentation abilities of the students in the IG group were superior to those in the OG group and the effect size was medium. The implication revealed that the design of IG could be applied to teaching practice. b) Students' argumentation focused mainly on describing a phenomenon instead of explaining it， c) Students defended their own claims while they were in the debate， and d) Students rebut by identifying their opponents’ weaknesses in arguments.