本研究探討在電腦輔助協作學習的情境下，透過Google Classroom實施翻轉教室融入批判思考教學，對高中生批判思考技巧、批判思考意向、對學習批判思考之概念與學習感受之影響。研究情境實施在台灣北部某兩所高中之課程-想想烏托邦，教學課程為期8週，參與者為46位高中生。本研究採用混合研究設計，蒐集問卷調查(批判思考意向、團體探究、學習動機、課程滿意度與認知負荷)、批判思考測驗與半結構式訪談等方式，深入了解翻轉教室融入批判思考教學之有效性。量化資料之測驗與問卷調查結果以描述性統計、信度分析、獨立樣本T檢定、皮爾森積差相關分析呈現。質性資料採用現象圖學法，將半結構式訪談之文本進行內容分析。最後，本研究根據分析結果擬出相關建議，以供教育現場教師及未來相關研究之參考。
研究結果顯示，高中生在批判思考意向的表現上有顯著的提升。然而，在批判思考技巧的方面，卻只有批判思考高分組有顯著的進步。問卷結果顯示，高中生對於「想想烏托邦」課程給予高度正向的評價，在團體探究中的教學、認知、社會及學習者呈現皆抱持正向的學習感受；也擁有高度的學習動機。在課程滿意度方面，參與者非常認同課程活動與教材設計；學生們也認為他們接受到適當的認知負荷。在學習感受的變項中，團體探究與學習動機、課程滿意度與批判思考意向呈現正相關，因此團體探究在提升批判思考技巧與意向扮演著重要的角色。現象圖學法的結果中，本研究共將高中生對於學習批判思考的概念分成五個層級式的類別:蒐集資料、辨認資料、分析資料、評斷資料與辯論議題。與量化結果呼應，批判思考高分組的學生確實具有較高層級的概念。最後，本教學模式設計能有效提升學生批判思考意向、批判思考技巧與學習感受。因為批判思考是一種高層次認知技巧，建議未來研究可以增長實驗期程，並採用本研究所分類之批判思考概念類別，設計教材以符合學生學習需求。

The present study aims to investigate high school students’ critical thinking and their learning perceptions about flipped classroom integrating critical thinking instruction in the computer-supported collaborative an online discussion system via “Google Classroom”. This study is implemented at two public high school in Taiwan with 46 students, 26 male and 20 female, across an eight-week “Thinking Utopia” course. The present research applied a mixed methodology, which includes survey questionnaires (critical thinking disposition, revised community of inquiry survey, learning motivation, course satisfaction and cognitive load), critical thinking measurement as well as semi-structured interviews. Descriptive statistics, T-test, Pearson product-moment correlation were adopted to analyze the quantitative results. Phenomenographic analysis as well as qualitative content analysis were also used to analyze qualitative data.
The results showed that the high school students had significant improvement in critical thinking dispositions. However, only the participants in High Critical Thinking Group made progression in critical thinking skills. Concerning the survey questionnaires, the students were positively in favor of our proposed instructional approach and held positive attitude toward Revised Community of Inquiry. Regarding the course satisfaction, participants were highly agree with the proposed instructional approach. The present study also found out that RCOI had significant correlation with learning motivation, course satisfaction and critical dispositions, revealing that RCOI might play an important role on students’ critical thinking skills and dispositions. As for phenomenographic analysis, the students were classified into five hierarchical category regarding to students conceptions of learning critical thinking: gathering information, identifying information, analyzing information, judging information and debating. Moreover, echoing with quantitative result, the students’ who possessed higher-level of conception contribute to better critical thinking skills learning. Finally, the research results provided suggestions for instructor as well future study about implementing flipped classroom for facilitating students’ critical thinking.

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