本研究旨在了解國民小學一年級學生立體形體概念學習的表現，利用「學習 軌道」理論設計適合學生學習的立體形體任務，並進行四名個案之教學實驗，探 討「學習軌道」理論實施立體形體教學之成效，並根據結果提出建議。研究發現： 1.在形體分類活動，學生可將呈現的各類形體依其特質區分平面、曲面，顯示 能透過堆疊定義平面與曲面。2.少數學生對立體形體拓印表現採取序列方式進 行拓印，大部分學生採取隨機進行拓印。3.學生能能依形體性質進行分析與塑 形，大部分學生是以整體的視覺觀進行形體塑形。4.學生對各類立體形體平面 化能運用立體心像辨認相同的立體形體。5.學生能藉由立體形體的堆疊與移 動，計數出積木的數量與辨認出積木移動後的位置。

The purpose of this study was to understand the performance of the concept of three-dimensional shapes learning of the first grade elementary school students. The "learning trajectory" theory was used to design a three-dimensional shapes task to fit the students5 learning. Four cases of teaching experiments were conducted to explore the effect of the "learning trajectory" theory and provide some suggestions and recommendations based on the results. The findings of the study reveal that 1. in the classification activity of the shapes, the students can distinguish the planes and curved surfaces according to their characteristics, and display the plane and the surface through the stack; 2. a small number of students performed a series of printouts on the three-dimensional form, and most of the students adopted randomized rubbing; 3. Most of the students are able to analyze and shape with a holistic view according to the nature of the shapes; 4. students can use the stereoscopic image to identify the same three-dimensional shape for all kinds of three-dimensional shapes planarization; and 5. students are able to count the number of blocks and to identify the position after the block is moved by stacking and moving the three-dimensional shapes.