本研究的目的，旨在探究國小階段不同創造類型（Lowenfeld, 1957)的兒童：視覺型 與觸覺型兒童，在三角形概念的瞭解情形，並沒有企圖要建立Lowenfeld (1957)理論和 van Hiele (1957)理論的關聯性。 研究首先發展編製兩種創造類型兒童的篩檢表，經由擔任藝術與人文領域教師推薦及 蒐集相關資料，篩選出符合視覺型、觸覺型發展特徵的兒童，再經專家進一步評估確認以 檢選出本研究的樣本共計四位：分別就讀五、六年級的德育、小靜兩位視覺型兒童；以及 分別就讀四、六年級的小明、小茂兩位觸覺型兒童；由四次深入訪談與實物操弄，全程錄 音錄影記錄，蒐集其對三角形問題的解題活動資料，並將資料編碼轉譯整理爲訪談原案， 分析四位視覺型、觸覺型兒童在三角形概念的發展情形。 歸納結果發現：1.視覺型、觸覺型兒童在三角形概念瞭解的表現，與Lowenfeld (1957)提出兩種類型兒童在造型能力的特徵吻合：視覺型兒童較能成功地將觸感轉化爲視 覺經驗，而觸覺型兒童在接觸事物時經常只能以片段、主觀的的方式接受訊息；2.四位 個案中，一位視覺型兒童在三角形的van Hiele幾何思考層次是屬於「理論的層次（層次 三)」，另一位視覺型兒童在三角形的van Hiele幾何思考層次是屬於「描述的層次（層次 二)」；而兩位觸覺型兒童在三角形的van Hiele幾何思考層次均屬於「視覺的層次（層次 一)」。

The purpose of this research is to study the concept analysis of the triangle drawings of the haptic-type and the visual-type of elementary school children. This research is firstly based on Lowenfeld Theory (1957) to develop two kinds of sieve-table for sieving creative-type children. According to the Arts & Cultures teachers' providing, we select the children who have the haptic-type traits, accessing and confirming by experts for picking four samples: Der-Yuh (fifth grade), Sheau-Jing (sixth grade) these two students belong to visual-type children; Sheau-Ming (fourth grade) and Sheau-Maun (sixth grade) are haptic-type children. After four times deeply interviewing, practical training and recording, we tested them with pencil and paper test (Wu-Shey Van Hiele geometry cognitive development test), verifying the result of interviewing, collecting all the data that how children to solve questions about triangle, coding data and transformed into the interviewing projects. We analyzed these four children, two haptic-type and two visual-type children, about their developing situation in triangle conception of geometry field. The analysis results are: First, the haptic-type and visual-type children have showed their understanding in triangle conceptions of geometry field and also have matched with Lawenfeld Theory (1957) in two types of children's modeling ability traits. The haptic-type children can transform the tactile impression into visual experiences. On the contrary, the visual-type children can only show their accepting messages with fragment, part and subjective concepts. Second, in triangle's four characteristics of cognitive, perceptual, sequential, discursive and operative apprehension: the visual-type children are more familiar in using math qualities, charting, illustration and inference; whereas, typical example in procedure. That's why they make mistakes easily in math definition and inference. Third, pencil and paper test: the two visual-type children, Der-Yuh and Sheau-Jing, have reached the third-layer of Van Hiele geometry theory. The tactile-type children achieve individually in first visual layer (Sheau-Maun) and second describable layer (Sheau-Ming). To summarize all the analysis results, these two kinds of children, haptic-type and visual-type, have showed totally different apprehension in learning geometry's curriculum. We strongly suggest putting more researches and verifies on this issue.