數位時代「翻轉教室」概念的出現，凸顯學校教育正隨著數位時代的來臨而產生轉變。然而，在「翻轉教室」蔚為一股學習的風潮之際，其中所可能隱含的批判性議題卻甚少受到關注。本文先探討「翻轉教室」出現的意義，其次探究「翻轉教室」何以可作為實踐批判教育學「賦權增能教室」的契機，最後則省思「翻轉教室」推動過程中所潛藏的批判性議題。研究發現，「翻轉教室」的出現雖具有劃時代的意義，但仍有著教師進行數位課程轉化的挑戰、落入強化追求標準化教育目標的可能、忽略影響個體學習成效因素之複雜性、以及教育與商業過度緊密結合的潛在危機等問題待釐清與克服。研究建議，教師是否具有批判意識，才是成功翻轉傳統教育的關鍵。政府除了相關硬體設施的改善外，應提供職前與在職教師在數位時代課程與教學方面有效增能的活動。

The emergence of the ‘Flipped Classroom’ signifies how school education is transformed under the digital age. Although the concept of the ‘Flipped Classroom’ is flourishing, people seldom reflect on the critical issues it poses. In this article, the author first discusses the significance of the ‘Flipped Classroom’. Second, the author investigates how the ‘Flipped Classroom’ could be a turning point for implementing the ideal ‘Empowering Classroom’ that is proposed in critical pedagogy. Finally, the author reflects on the critical issues in the implementation of the ‘Flipped Classroom’. The research findings indicate that the emergence of ‘Flipped Classroom’ is epoch-making. However, there are still four critical issues that remain to be clarified and solved, such as the challenges of transforming curriculum into digital form, the possibilities of strengthening the value of standardized education goals, the neglects of the complexities of students’ learning, and the dangers of tight relationship between education and business. The author suggests that teachers’ critical consciousness is the key to transform traditional education. In addition to the hardware improvement, the government should provide both pre-service and in-service teachers with workshops that empower them to respond to the changes of curriculum and instruction in the digital age.