心像在人類認知中扮演著重要的角色，它是視覺╱空間智慧的重要成份之一，是人類處理與表徵訊息、思考、解決與問答問題，甚至是心理輔導專家或治療師的輔導與治療工具。而近來認知心理學研究也顯示，無論是教師教學或學生學習，都不應該只將焦點放在學科內容知識的學習上，還應包括認知與後設認知策略的學習。基於心像的重要角色，以及心像策略在教學研究與應用上未受應有之關注，本研究旨在試圖統整有關心像及策略教學的理論與研究，建構一「心像策略教學模式」，並以準實驗研究法來檢視其實施效果。研究結果顯示：1.心像策略教學有助於學生在學習成就測驗上的表現；2.與一般性教學相較，心像策略教學能提高低學科能力的學生學習成就，而對於高學科能力的學生則無顯著影響；3.大多數學生都肯定心像策略教學為一有趣、有助於學科學習與創造力的教學方式。

The purpose of this study is to construct an imagery-strategies instruction model and to deal with its effects. The study consists of two stages. The first stage is to construct an imagery-strategies instruction model based on the review, analysis and integration of literatures on imagery learning and instruction as well as strategy instructions. The second stage, through the quasi-experimental research, is to be concerned with the effects of this model. As a result, the study finds that （1）imagery-strategies instruction enhances students’ performances in learning achievement testing, （2）this instruction, in contrast to conventional instructions, can increase the learning achievements of the low-level students but has no effect on high-level students, and （3）most of the students express positive attitudes towards the instruction which is considered conducive to learning.