本研究旨在探討多元化記憶策略對大學生複製心像和自創心像的影響，以長庚科技大學幼保系四年級學生爲研究對象，自編十一種記憶策略測驗爲研究工具，進行爲期一個月28堂課的實驗教學，實驗組學生接受研究者自編的前後測及「課程滿意度問卷」，以了解學生對課程的反應與想法。研究結果發現接受多元化記憶策略教學之實驗組受試者，在數字聯結法、數字掛勾法、數字配對記憶法、星期幾記憶術、表格數字記憶法、字首記憶法、分類排序法、文字配對記憶法、故事記憶法、身體掛鉤法的「自創心像」和「複製心像」後測得分高於前測得分，在「九宮格」記憶法的「自創心像」和「複製心像」後測得分並未高於前測得分。學生對「多元化記憶策略融入課後托育學程」的滿意度均達4.5分以上。

The present study explored the impact of multiple mnemonic strategies on the learning performance of university students from a university in Taiwan. There were 37 students in the experimental group. The students received 28 hours of instruction in the use of mnemonic strategies over a one month period, after which they took the test and completed a satisfaction survey. The collected data were analyzed by t test. The results were as follows: (1) in terms of immediate effects, ten strategies were found to cause significant differences, while no significant differences were found after using nine other strategies. The experimental students were satisfied with the curriculum, and the students’ level of acceptance of the curriculum was above 4.5 points.