本研究以生物複製議題爲例，探討引導式論證對國小學童之非形式推理方式及其對閱讀理解與寫作表現上的影響。研究採單組前後測設計，並輔以質性資料。前測讓27名六年級學童回答鑲嵌於生物複製讀寫單內的閱讀理解與短文撰寫題目；隨後進行該議題的引導式TAP(Toulmin's Argument Pattern)細格填寫活動，研究過程中，並持續追蹤學童對生物複製的論證立場之轉變情形；後測重複前測之施測，最後施以課程回饋問卷。研究發現學童的閱讀理解前後測無顯著差異，寫作表現則有顯著提升(p<.05)；在TAP填答中以［由於(backing)］細格的有效比率最低，學童的非形式推理立場與方式因不同情境而改變。本文最後並描述學童對從事非形式推理的感受，以及對教師進行非形式推理教學提出建議。

This study developed a guided-TAPping pattern integrated with the clone issue for enhancing sixth graders' informal reasoning. The one-group pretest-posttest design and qualitative method were used to collect data. The student subjects' performance during the reading-writing activities was used as the pre/posttest. Furthermore,, guided-TAP (Toulmin's Argument Pattern) cell writing was also used in the study to probe student subjects’ informal reasoning. During the implementation, student subjects' reading-writing worksheets, interviews, and feedback questionnaires were also included to collect their pro and con positions as well as their responses to the learning process. Results show that reading comprehension had no significant difference, but essay writing was much improved after the implementation. The rate of accuracy indicated that backing cell was much difficult. Students changed their positions of informal reasoning on the basis of the condition of cloning. The findings suggested that the guided-TAPping pattern is an applicable strategy for teaching primary school students informal reasoning and promoting their scientific literacy.