本研究旨在探討翻轉教室融入國小資訊課程並學習Scratch 程式語言，對 其批判思考技能與批判思考意向之影響，並透過實驗組與控制組之比較，來檢 視其差異。研究對象為國小六年級生共67 人，採用準實驗研究設計，隨機分 派成實驗組與控制組，兩組課程內容均以Scratch 程式設計為主題。實驗組學 習者應用翻轉教室教學模式，於課前觀看教學影片進行學習；控制組學習者則 由授課老師以口頭及螢幕示範方式進行教學。教學實驗共七節課，於教學前後 施予測驗，再以單因子共變異分析探討批判思考能力的差異，並佐以訪談紀錄 與作品評量。結果顯示實驗組學生在批判思考技巧及批判思考意向上的表現皆 優於控制組學生。翻轉教室所釋出的課堂時間使學生得以深度探索內容，營造 建構知識的學習環境，自主掌握學習，增進學習效能並促進批判思考能力。

This study was to examine the influences of flipped-classroom teaching model integrated into an ICT class, Scratch program teaching, on critical thinking for elementary students. Using a quasi-experimental design, the study involved 67 sixth-graders randomly assigned into the control and experimental groups. The former followed the traditional teaching, while the latter adopted a flippedclassroom teaching. Before and after the experiment, all participants took the questionnaires of critical thinking skills (TCTS-PS) as well as critical thinking depositions. Through data collected from obverations and semi-structured interviews, some impact results carried out by a one-way ANCOVA indicated that the experimental group has outperformed the control group on dependent variables. Advantages of the flipped-classroom over the traditional model included more flexible time and access allowing students to explore topics in greater depth and hence engage them as active participants in their own pace, which appeared with positive effects on their critical thinking. Finally, several recommendations and suggestions were provided for further implementation as well as for forthcoming studies.