本研究主要探討我國國小學童空間能力之現況，並據以分析年級性別評測主軸之交互作用情形。研究樣本為台北縣某國民小學全校一至六年級之學童共2414位，其中男生1239位、女生1177位。研究工具則採用自編的空間能力測驗問卷，測驗內容包括立體方塊圖、立體轉動圖、立體側面圖、平面重組圖、和立體剖面圖等五大評測主軸。
根據資料分析結果，本研究主要發現如下：（一）年級性別評測主軸之交互作用不明顯，但年級評測主軸與性別評測主軸之交互作用達顯著水準；（二）國小學童空間能力之表現會隨著年級的遞升而成長；（三）不同性別學童在整體空間能力表現沒有差異；（四）移除數學學業成就解釋力後，空間能力與國語學業成就之淨相關未達顯著水準；（五）移除國語學業成就解釋力後，空間能力與數學學業成就之淨相關（partial correlation）達顯著水準且呈現正值；（六）國小學童在各評測主軸之表現會隨著年級的遞升而成長。此外，本研究尚針對國小學童在五大評測主軸之解題模式進行探討。

The purpose of this research is to discuss the current situation of spatial ability for our elementary school students, and to analyze the interaction effect situation for grades and sexes to evaluation items. The students in one of Taipei County Elementary Schools were chosen to be the sample of this research. There are totally 2414 students from grade one to grade six in this school, 1239 students among them are boys, the other 1177 students are girls. The tool used in this research is one spatial ability questionnaire which was created by author. The contents in the questionnaire include five different types of evaluation items such as solid block diagram, solid rotational diagram, solid side diagram, square re-assembled diagram and solid sectional diagram.

According to the results analyzed from the investigated data, 6 major findings are conducted as follows: （1） there is no outstanding interaction for grades and sexes to evaluation items, but interaction between grades and evaluation items & interaction between sexes and evaluation items reaches outstanding standard;（2）the performance of spatial ability of elementary school students will be increased as their grades;（3） there is no discrepancy on whole spatial ability between different sexual students;（4）Despite of the enor accounting by mathematics achievements ,the partial correlation of the spatial ability and Chinese literacy is not significant.（5）Despite of the enor accounting by Chinese literacy,the partial correlation of the spatial ability and mathematics achievements is significant;（6）the performance on different evaluation items for elementary school students will be increased as their age’s growing. In addition, the models on solving the five different evaluation items for those elementary school students have also been discussed in this research.

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