本研究旨在探究國小六年級學生於「比與比值」及其相關數學單元中的解題信念。鑑於過去研究指出學生在比與比值的學習歷程中常出現概念混淆、策略依賴與錯誤推理等學習困難，解題信念被視為影響學生解題策略與學習成效的關鍵因素。因此，本研究聚焦於學生在比與比值、速率、比例尺等單元中解題時所展現的信念傾向，並採用二階段評量的概念設計問卷工具，第一階段評量學生的解題選擇，第二階段則蒐集其作答理由，以探討其對策略與概念的理解。本研究亦將分析不同班級、性別與學習成就學生在解題信念上的差異，期望能透過學生作答歷程的分析，協助教師理解其背後的信念系統與可能存在的概念迷思，作為教學回饋與調整的重要依據。研究結果顯示學生整體對於公式解及數學推理的認同度最高，對估算及無解的認同度都偏低，在解題信念的差異上，僅不同班級間在公式解有顯著差異，其餘三種解題策略無顯著差異，不同性別、學習成就間在各解題策略上亦皆無顯著差異，顯示學生的解題信念受教師教學信念影響。

This study aims to explore sixth-grade elementary school students’ problem-solving beliefs within the mathematics topics of “ratios and proportions” and related units. Previous studies have indicated that students often encounter conceptual confusion, reliance on certain strategies, and erroneous reasoning while learning ratios and proportions. Problem-solving beliefs are considered key factors that influence students' strategy selection and learning performance. Therefore, this study focuses on the beliefs students exhibit when solving problems in the units of ratio and proportion, rate, and scale. A two-tier assessment was designed as the research tool: the first tier assesses students’ solution choices, and the second tier collects their reasoning to explore their understanding of strategies and concepts. The study also examines the differences in problem-solving beliefs among students of different classes, genders, and academic achievements. By analyzing students’ response processes, the study aims to help teachers understand students’ underlying belief systems and possible misconceptions, serving as a valuable basis for instructional feedback and adjustment. The results show that students generally identify most strongly with formula-based solutions and mathematical reasoning, while showing relatively low agreement with estimation and “no solution” strategies. Among the differences in problem-solving beliefs, only class differences in formula-based solutions reached statistical significance. No significant differences were found across gender or academic achievement groups for any of the strategies, indicating that students’ problem-solving beliefs may be influenced by teachers’ instructional beliefs.