地形空間的認知與能力的培養是教育歷程中不可或缺的核心能力，許多國家在基礎 教學課程中，均十分重視環境教育課程中空間認知能力的培養，如何利用資訊科技優勢 並結合網路資源幫助學習，以提高學習的成效是近年教育變革的主要趨勢之一。然而長 期以來學校中許多課程教學仍以教師課堂講述輔以傳統圖表或討論來進行，以致學生對 教科書內容與實際運用連結不易，學習成效事倍功半。而學生養成階段的空間認知是概 念發展的重要時期。若能配合課程讓教師結合運用科技工具及網路資源，整合利用虛擬 互動模式，應可提高學生的學習興趣與成效。因此本研究即針對現有小學社會領域的地 形教學主題進行設計，運用雲端工具Google Earth平台導入數位化地圖資訊，結合其區 域地形之虛擬3D操作功能，融入情境學習與認知發展理論進行全新之課程設計，並進行 實務教學，期以提昇學生的空間認知能力。實證階段則以準實驗研究的方式進行探討， 分別為融入雲端技術的課程設計之實驗教學組，及採用傳統教學法的對照組進行比較， 研究結果顯示此結合雲端技術的創新課程設計教學成效明顯提升，有助於相關課程實際 運用。

Combining the advantages of information technology and Internet resources to help improve the effectiveness of learning is one of the major trends on educational reforms in recent years. However, classroom teachers are still delivering courses with traditional charts and discussion. It’s not easy to link textbooks with practical application through traditional approaches. Thus, the effectiveness of learning may not be achieved as expected. The development of spatial cognition is critical for young students. With the integration of information technology and internet resources, such as virtual interactive mode, learning may be more motivational and interesting. The present study aims to explore the effectiveness of integrating virtual 3D regional topography on Google Earth platform into the cognitive development course to raise students’ spatial cognition ability. A quasi experiment is implemented to compare the difference between the learning outcomes of the technology-based group and the control group. Results show that the innovative cloud technology course significantly promotes learning outcomes.