「語言」是人類進行深層思考的工具。對台灣人來說，「注音符號」是學習「國語」的墊腳石。然而，注音符號是個抽象的符號系統，剛進小學的一年級新生，學習如此的抽象符號系統，有相當的困難度。老師如果能運用不同的知識表徵形式設計教學策略，會強化學生的訊息處理，提昇學生習得注音符號的效率。本文將先介紹知識表徵的不同形式與意涵，並結合教學現場的觀察，探討教師如何根據知識表徵的意涵，規劃注音符號教學策略的運用。

Phonetic symbols communicate abstract meanings. Learning such a system of abstract symbols is a challenging task for first graders to accomplish. The teachers can strengthen the pupils＇ ability to process messages and thus elevate the effectiveness in acquiring these symbols if the teachers use an instructional strategy that has been designed by using different
knowledge representation forms. In the first part of this article, the meanings and operation of knowledge representation are described. The system by which the phonetic symbols are organized and the frequently used teaching methods are examined in the part that follows.Finally, the article puts forth how the instructional strategy can be employed in a manner which is in harmony with the pupils＇ representation forms.