本研究針對高中科學論證教學相關實證研究進行回顧，透過內容分析方法，瞭解論證教學特徵，期能對如何在課室實施論證教學提出具體建議。為蒐集相關實證研究，本研究使用Scopus期刊數據庫搜尋國外文章，並針對臺灣教育領域三本重要的學術期刊進行國內相關文獻搜尋，且依三項篩選條件進行人工篩選：一、為實證性研究；二、研究對象為高中教師或高中學生；三、有實際教學實施。總共篩選出24篇文章。根據本研究回顧結果建議，論證教學類型大多採沉浸式論證教學，教學活動設計著重於情境布置，營造能讓學生沉浸於論證對話的學習環境中，以提高學生學習動機和學習投入，故建議沉浸式論證教學應強調營造以學生為主的學習環境來增進同儕與師生對話的機會。而結構式論證教學著重嵌入論證框架於活動、學習單或科學寫作來增進學生對論證結構的理解，建議未來研究若強調增進學生論證能力遷移可嵌入明示的論證框架於教學活動中。

This study aimed to identify the features of argumentation instruction in senior high school classrooms to formulate recommendations for researchers and curriculum developers. Therefore, we searched the Scopus database and three major Taiwan-based journals for relevant studies. In total, 24 articles were selected because they met the three filter criteria of (1) being empirical studies, (2) involving senior-high-school teacher or student participants, and (3) examining classroom teaching practices. The literature review indicates that the immersion-type argumentation instruction attracted the most attention. This type of instruction often establishes an appropriate design-based learning context to enhance students’ engagement and motivation. Several studies indicate that immersing students in a student-centered learning environment can enhance the argument discourse that they engage in with their peers and teachers. The structural-type argumentation instruction stresses the enhancement of students’ understanding of argumentation. Generally, the framework of argumentation is embedded in worksheets and scientific writing activities designed to improve students’ knowledge of the elements of argumentation. These findings highlight the potential of embedding the argumentation framework into teaching activities to improve students’ transfer of learning with respect to argumentation abilities.