本研究旨在探討不同策略教學（認知解題與整合解題）及鷹架中介（漸進提示、解題歷程教學與連續中介）動態評量設計對未曾學過二步驟加減法解題個體之潛能開展效益影響，採二因子2×3變異數實驗設計外加參照組進行，實驗細格施予不同處理組合，參照組給予自我練習。結果發現不論在二步驟解題立即獲益、延宕獲益及三步驟解題（遷移）表現上，兩個因子間雖無整體交互作用，然除策略教學之遷移表現外，均各具主要效果，整合解題顯著優於認知解題，連續中介顯著優於漸進提示及解題歷程教學，後二者間無顯著差異，各組均顯著優於參照組並具大幅效果值及關聯強度。故採檢核教導融入認知解題整合策略或連續中介，其效益優於認知解題或其他中介形式。

This study examined the effects of strategy instruction and scaffolding mediation in dynamic assessment through a two-way ANOVA (2×3) factorial experimental design. In addition, a contingent control group was used to clarify the effects of each group more precisely. Overall, the results indicate significant main effects of the factorial design without interaction effects, and such findings were the same in all analyzed scores except for the transfer performances of strategy instruction. Furthermore, the effects of integrated-form were better than the effects of cognitive-form in strategy instruction. The effects of continuum of assessment model were better than the others, but there were no differences between graduated prompting hierarchy and process-oriented instruction. The performances of all treatment groups were better than the contingent control group. Finally, there were large effect sizes and strength of association in almost all analyses