本研究旨在設計一個網路論證學習環境來促進學童的批判思考能力。研究方法採用準實驗研究的不等組前後測設計，研究對象為國小六年級學生共103人，進行連續8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批判思考能力的表現，以葉玉珠（2003）的「批判思考測驗—第一級」為測驗工具，進行批判思考能力的前、後測共變數分析。資料分析顯示網路組學生在批判思考測驗的得分優於對照組，且達中度效果量，顯示網路論證學習環境可以增進學童的批判思考能力，具有推廣的價值。

This study aimed to design an argumentation-based learning environment to promote the critical thinking abilities of the 6th grade students. These online activities were implemented based on Kuhn’s (2005) argumentation theory. Students can collect data, organize information, interpret, explain and interact with others to increase their critical thinking abilities. There were 103 subjects who participated in the experiment. Quasi-experimental design research method for eight weeks of teaching activities was adopted. We compared three groups of students in critical thinking performance. Data analysis showed that critical thinking test scores of network group were better significantly than the scores of the control group. It also showed the design of argumentation-based learning environment can be demonstrated to enhance the critical thinking abilities of students.