本技術報告開發一套國中剖面圖學習教材，透過視覺化軟體學習工具，降低學生空間想像時的困難，以幫助學生學習立體剖面圖。
本技術報告的創新之處在於所發展的剖面圖軟體學習工具，可以讓學生在手機或平板電腦上使用，有別於一般僅能使用於桌上型電腦環境。設計之學習教材主要包括剖面圖軟體學習工具及學習單，剖面圖軟體學習工具可讓學生觀察剖切立體時，剖面圖隨著剖切角度不同而產生的動態變化，幫助學生透視及理解剖面圖；剖面圖學習單則是讓學生回答剖面圖練習問題，然後再使用軟體學習工具觀察、驗證答案是否正確，藉以修正自己想像與實際剖面圖的差異處，並進行概念統整與歸納活動，進而增進空間想像能力。
研究者將所設計之學習教材於南部某國中試教，44位七年級學生參與此教學，實施時間為四節課。試教中蒐集學生填寫的學習單、剖面圖測驗、課後問卷等，以及研究者填寫的課堂觀察紀錄表進行分析。課程實施結果如下：（1）所開發的剖面圖軟體學習工具能於平板電腦正常運作，達到預期設計之目標；（2）剖面圖軟體學習工具及學習單有助學生學習剖面圖。未來可進一步改進事項，包括：本學習教材略艱深，可能更適合國中八年級學生使用；應提供學生更多的時間熟悉軟體學習工具使用；改良剖面圖測驗，以利瞭解、分析學生如何想像剖面圖。

This technical report develops teaching materials to help middle students learn sectional view in geometry. A visualization software tool was developed to assist students imagining the sectional view of a three-dimension object.
The innovation of this technical report lies in the developed visualization software tool works on mobile phones or tablet computers, instead of on desk computers. Two teaching materials were designed, including the sectional view software learning tool and the sectional view worksheet. The sectional view visualization software tool allows students to observe the dynamic changes of the sectional view through the changing angles of a section. The worksheet leads students to find out the difference between their imaginary answer and the correct answer observed from the software, in turn, help them to understand and to be able to mentally imagine the sectional view.
The teaching materials were tested in a middle school in southern Taiwan with 44 seventh-grade students participated in the class. Four class hours were conducted. We collected data from students answered worksheets, sectional view exams, questionnaires, and teacher reflected classroom observation sheets. The following results were obtained: (1) The sectional view visualization software tool developed in this report functioned well on tablet computers and fits its designed goals. (2) The software tool is beneficial for students in learning sectional view. We suggested that the teaching materials are more suitable for using by eighth-grade students, more time needed for students to be familiar with the software tool, and sectional view exams should be revised so that students’ actual understanding of the concept can be revealed.

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