本研究旨在建置行動地理資訊系統（行動GIS），並應用於國小戶外鄉土地理教學中，透過行動GIS之個人化、行動化的功能，結合GPS定位功能，即時顯示反應學習者當下的環境特徵並提供適合的學習內容，讓學習者能夠在真實環境中迅速得知所欲習得的課程意涵。本研究並探討行動GIS教學對國小五年級學童在鄉土地理的學習成效影響，本研究亦針對不同認知風格及學習態度的學生，探討其學習表現。
本研究首先探討相關文獻以建置應用於國小鄉土地理教學之行動GIS教學系統。教學實驗以台北縣八里鄉某國小五年級學生三班共99人為研究對象，兩班為實驗組，透過問題解決的學習方式，分別進行「戶外行動GIS教學」與「教室內GIS教學」；另一班為對照組，進行「戶外傳統教學」。實驗結束後，利用統計方法針對不同組別學生以及各組不同認知風格學生的學習成效、不同學習態度學生的學習成效進行資料分析，所得結果如下：
1.接受戶外行動GIS教學之學生，在鄉土地理學習成就測驗表現上明顯優於教室內GIS教學與戶外傳統教學之學生。
2.認知風格為場地獨立之戶外行動GIS教學學生，在鄉土地理學習成就測驗表現上明顯優於戶外傳統教學學生。認知風格為場地依賴的三組學生，在鄉土地理學習成就測驗表現上未達顯著差異。
3.學習態度高的學生，三組之間的學習成就沒有顯著差異；學習態度低的學生，在戶外行動學習之學習成效明顯優於傳統戶外教學。

This study aimed to construct a mobile GIS learning system and applied to outdoor study of geography of native place. Mobile GIS, combine with GPS, is a personal and portable device and provide the suitable learning materials for learners immediately.
The purpose of this study was to evaluate the effects of students’ geography of native place achievement by using the proposed system. We also evaluated different cognitive styles and different learning attitudes students’ geography of native place achievement.
This study, first of all, adopts relevant literatures in order to construct a mobile GIS learning system used in outdoor study of geography of native place. Experiment samples were certain of three class’s students at 5th grade of Elementary School in Taipei. The learners were divided into experimental group 1, experimental group 2 and control group. Experimental group 1 were taught the geography of native place activities by problem solving strategy with GIS, experimental group 2 were taught outdoor geography of native place activities by problem solving strategy with mobile GIS and control group were taught outdoor geography of native place learning activities. After the experiment, statistical methods are used for further analysis about the learning effects of different groups, different cognitive styles and different learning attitudes. We proposed the following conclusions:
1.The effects of outdoor learning with mobile GIS students’ geography of native place achievement were significantly better than indoor learning with GIS and traditional outdoor learning students.
2.As for the learning effect for students with Field Independent of cognitive style, outdoor learning with mobile GIS was significantly better than traditional outdoor learning students. The effects of learning achievement for the three groups’ students of Field Dependent were not significant.
3.There are no significant of learning effects for three groups’ students of higher learning attitudes. As for the students of lower learning attitudes, outdoor learning with mobile GIS was significantly better than traditional outdoor learning.

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