本研究以兒童認知發展理論為基礎，探討國小中、低年級學童之地圖用圖能力。所採項目包括：坐標定位、空間方位知覺、量測與符號化能力等四面向為架構，擬訂「國小兒童用圖能力評量標準」，以此做為編製學童用圖能力問卷設計依據。文中採取台灣地區國小1~4年級共1，162份問卷為基礎，探討該四項能力與年級、性別、城鄉差異等項目關聯。在低年級部分，整體學童平均得分為75(%)，其中坐標定位（答對率87%）及量測能力(94%)較佳；而空間方位知覺(68%)與符號化面向(63%)較差。在區域差異部分，城市學童地圖能力與鄉村差異不大，唯明顯優於原住民學童；在性別方面，除1年級男生在量測能力部分顯著高於女生外，其餘各面向均無明顯差異；在年級方面，城市與原住民2年級學童整體表現顯著高於1年級（最優面向不同），鄉村學童則無顯著差異。在中年級部分，整體學童平均得分為82(%)，其中最佳為坐標定位(88%)與符號化能力(85%)，而空間方位知覺(79%)較次，而以量測能力方面表現最差(67%)。另在多數評量標準中，城市與鄉村學童仍無顯著差異，但均顯著大於原住民學童；在性別方面，中年級女生在坐標定位能力、空間方位知覺與量測能力三面向答對率略高於男生，然就總體言，男女學童在地圖使用能力四面向均無顯著差異；在年級方面，城市與原住民4年級學童地圖使用能力四面向面表現，均顯著優於3年級；鄉村學童除了在坐標定位能力面向尚未達顯著差異外，其餘面向4年級亦均顯著優於3年級，此與兒童認知逐年發展之結果相符。本結果可與石慶得等(2004)文比較，以為國小學童整體地圖教育規劃之參考依據。

In this research, the map-use ability of primary school students of grade 1-4 has been discussed, that based on the theories of children's cognitive development. The studying items have included four dimensions: coordinate location, spatial orientation, measurement, and symbolization. That has formed the basis of study-ability criteria on map-use in primary school, so as to design the sampling test of map-use ability. The number of 1, 162 sampling subjects were chosen from over Taiwan area, that were composed of three parts: urban, rural, and aboriginal. The relationships between the four-dimensions and the topics of regional, sexual, study-grade were discussed. The survey analysis has shown that：1) in the lower-grade(1~2) student's map-use ability, the average score is 75(%), the coordinate location(87%) and measurement (94%) dimensions have higher score, and the spatial orientation(68%) and symbolization (63%) score worse. In the regional scope, there were no obvious difference between the urban and the rural student, but are much better than the aboriginal. In the sexual-part, there were still no obvious differences between the boys and girls students, except in the 1st grade that the boy's measurement dimension is better. In the gradepart, the 2nd grade students are obvious better than 1st grade in all dimensions of the urban and aboriginal parts, but the superior parts are different in each other. In the rural part, there is no difference between 1st and 2nd grade student. 2) in the median-grade(3~4) part, the average score of the student's map-use ability is 82(%). The coordinate location (88%) and symbolization (85%) have higher score, the spatial orientation score secondary (68%), and measurement dimensions score worst (67%). In the regional scope, the urban and rural parts are obviously better than the aboriginal in all dimensions, but they have no difference between each other. In the sexual-part, the median-grade girl students have some better map-use ability in coordinate location, spatial orientation and measurement dimensions than the boys, but still have no obviously difference in these four-dimensions. In the grade-part, 4th grade students had the better score than 3rd grade in the four dimensions of the urban, rural, and the aboriginal. This has accommodates the theories of children's cognitive development.