本研究目的在探討問題基模教學對國小一年級兒童解決加減應用題解題的立即及延宕成效。本研究採用控制組前測－立即後測—延宕後測（一週後）設計，以30位在前測應用題解題中有錯誤的國小一年級兒童為研究對象，將研究對象隨機分為實驗組與控制組各15位。實驗組兒童接受十二次的問題基模教學，控制組兒童則未接受任何實驗處理。研究對象在接受實驗處理前、接受實驗處理後、及接受實驗處理一週後分別接受加減應用題前測、立即後測、及延宕後測表現的評量。研究結果發現，接受問題基模教學的實驗組兒童在改變類及整體加減應用題的解題表現有立即效果；而且在一週後，實驗組兒童在改變類、比較類、及整體加減應用題的解題表現也優於控制組兒童。

This study investigated the effects of schema-based instruction (SBI) on first-grade students' performance in word problems. A pretest-training-immediate posttest-delayed test (1 week later) design was used. Thirty first-graders who erred on pretest were randomly assigned to either an experimental group or a control group. The experimental group received twelve lessons based on Jitendra's SBI, while the control group received no treatment. All of the children were assessed the performance on word problems at pretest, posttest, and delayed test. The results showed that experimental group significantly outperformed the control group on the immediate posttest in Change problems and composite problems. Besides, experimental group's performance also exceeded that of control group on delayed posttest administered one week later in Change problems, Compare problems, and composite problems.