語文是社會溝通與互動的媒介，也是文化的載體。語文教育旨在培養學生語言溝通與理性思辨的知能，而自古至今，於語文教育中，最令孩子與老師頭痛的一項任務非「寫作」莫屬，因為它是由說話、讀書、寫字等細部教學逐步推進，積時壘日堆砌而成的自我表述能力，故本研究將針對國小高年級學生議論文寫作表現及議論文寫作自我效能感、還有學生學習環境感受進行探討。
本研究採用實驗研究法之準實驗設計，研究對象為兩班國民小學六年級學生，其 中一班為實驗組共二十二人，另外一班為對照組共二十二人。兩班分別實施基於知識翻新理論的合作論證教學與傳統合作論證教學，並分別以學生學習環境感受問卷、學生議論文寫作自我效能問卷、國小高年級議論文寫作評定量表進行評量。
議論文寫作評定方面，學生在完成為期六週的教學活動前後，各進行一篇以社會性科學議題為主題的議論文寫作，研究者再加以評量給予分級；而在學生學習環境感受與議論文寫作自我效能的評量方面，研究者在研究處理前後分別以「學生學習環境感受問卷」、「學生議論文寫作自我效能問卷」進行前後測，以瞭解學生在接受「基於知識翻新理論的合作論證教學」後，其對於自身學習環境感受與議論文寫作自我效能的改變情形。
研究結果發現，無論是基於知識翻新理論的合作論證教學或是傳統合作論證教學，對於學生的議論文寫作表現都有顯著成效，惟實驗組進步幅度較大。此外，值得注意的是，在學生學習環境感受與議論文寫作自我效能此二方面，實驗組的表現成效明顯高於對照組，表示基於知識翻新理論的合作論證教學，在培育學生自我效能與建立良好學習環境感受上，是有較大助益的。

Language is the medium of social communication and interaction, as well as the carrier of culture.Language education aims to cultivate students’ ability of language communication and rational thinking. Since ancient times, in language education, one of the most troublesome tasks for children and teachers is “writing”, because it consists of speaking, reading, and writing. With the gradual advancement of detailed teaching and the self-expression ability accumulated over time and days, this study will focus on the argumentative writing ability and self-efficacy of senior elementary school students, as well as their learning experienc
This study adopts the quasi-experimental design of the experimental research method. The research objects are two classes of sixth-grade students in the national primary school, one of which is the experimental group with a total of 22 students, and the other class is the control group with a total of 22 students.The two classes respectively implemented the teaching of argumentative essay writing combined with knowledge renovation and the teaching of traditional argumentative essay writing, and were evaluated by the student learning experience questionnaire, the student argumentative essay writing self-efficacy questionnaire, and the senior elementary school argumentative essay writing assessment scale.
In the evaluation of argumentative essay writing, after completing the six-week teaching activities, students will write an argumentative essay on a social science topic, and the researcher will then evaluate and grade them;
As for the evaluation of students’ learning experience and self-efficacy in argumentative writing, the researchers conducted pre- and post-tests with “Students’ Learning Experience Questionnaire” and “Students’ Self-efficacy in Argumentative Writing” before and after research processing to understand how students were receiving combined knowledge Changes in their own learning experience and self-efficacy in argumentative writing after refurbished learning activities.The results of the study found that both the teaching of argumentative essay writing combined with knowledge renovation or the teaching of traditional argumentative essay writing had significant effects on students’ argumentative essay writing ability.
However, it is worth noting that in terms of students’ learning experience and self-efficacy in argumentative writing, the performance of the experimental group was significantly higher than that of the control group, indicating that the teaching of argumentative writing combined with knowledge renovation can cultivate students’ self-efficacy and establish good learning. Experience is more helpful.

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