本研究旨在探討具體影像空間教學策略 (CISC) 對中學生空間能力的影響。參與研究對象為台北縣125位國中二年級學生，經由分配成實驗組（CISC教學）及對照組（無CISC教學）。所有學生均接受「空間能力測驗工具」的前測及後測，以檢驗CISC教學策略對中學生空間能力影響的成效。研究結果以單因子共變數分析進行處理。本研究主要發現：1.實驗組受試學生之空間能力表現優於對照組。2.實驗組低、中、高成就組學生其空間能力並無差異。依據統計結果發現，CISC策略不僅能提升學習者心像操作能力，使二維與三維表徵產生互動，並能透過辨認轉換以洞悉複雜抽象之化學分子結構，減少學習者的認知負荷，且能降低抽象概念的複雜度，有助於學生建構正確心像，以利科學概念的理解。

The purpose of this study was to investigate the effect of the Concrete Image Spatial Concepts (CISC) instructional strategy on the spatial ability of junior high students. The sample consisted of 125 junior high eighth-grade students in the Taipei area. The participants were assigned to three groups. The experimental group received a 3-week CISC treatment, whereas the two control groups received a 3-week non-CISC teaching. The Spatial Ability Test was used in the pre- and post-test. The results showed significant difference in spatial ability among the three groups, and the spatial ability of the experiment group was better than the control groups. But no significant difference was found among the low, medium and high achievement students in the experimental group. From the qualitative data collected in field observations, it was observed that CISC not only elevated the learners’ operational abilities with mental images but also catalyzed the interactions between 2D/3D representations. It appears that CISC strategy is functional in lowering students’ cognitive load and the complexity of abstract concepts. CISC has also demonstrated its effectiveness in elevating students’ spatial ability through ease in mental image construction.