二十一世紀帶來了迥異於過去的社會變化與衝擊，唯有跳脫制式的教學與評量框架，未來公民才有能力面對前所未有的挑戰。為此，美國「二十一世紀技能策略聯盟」（The Partnership for 21st Century Skills）與「新世代科學標準」（The Next Generation Science Standards, NGSS）等計畫，就理念、教學與評量三個面向進行相關研究與建議，其共同特點在於，如何培養學生高階思考與複雜溝通的能力。論證是運用證據支持或反對特定意見，進而提出主張或結論的過程，可檢視個人的思考歷程、思考方式與溝通能力，正符合新世代教學與評量的理想。本研究以「國際青年物理辯論競賽」（International Young Physicists‘ Tournament, IYPT）的參賽隊伍為研究對象，於物理辯論的情境下，由論證思考的理論出發，針對不同的理論架構進行分析、比較和評估，最終萃取出適合物理辯論中論證的分析模式與評量指標，並藉此論證評量架構分析參與辯論隊伍之論證表現。除了有助於未來臺灣參賽隊伍的表現，也能推廣至教學現場，作為未來科學教育中課程、教學與評量的參考。

The social changes and impact that the twenty first century has brought are quite different from the past; the only approach to help future citizens survive in a fast changing world is to revising traditional curriculum, instruction and assessment framework. To this end, relevant recommendations conducted by the United States‘ The Partnership for 21st Century Skills, The Next Generation Science Standards (NGSS), and other similar projects are focus on the developing of students’ high order thinking and complex communicating skills. In accordance with the need of next generation skills, Argumentation, which helping to understand how well an individuals’ thinking processes, ways of thinking and communication skills are working, is the process of making claims or conclusions by using evidence to support or oppose specific comments. In the study, we will extract suitable argumentation analysis model and evaluation indicators by analyzing, comparing and evaluating argumentations between teams participating the International Young Physicists‘ Tournament (IYPT). In addition to the helpfulness of the performance of students engaging in the IYPT, our results could provide valuable insights into the mechanism required in the instruction, learning, and assessment of the next generation science education.