本研究旨在探討多重表徵教學法與傳統教學法對八年級學生在暑期輔導期間複習酸鹼鹽單元的學習成效與心智模式建立的影響。研究設計為準實驗研究設計，研究對象為新竹市某國中兩班學生共38人，其中實驗組學生有18人，對照組學生有20人，實驗組之教學方式採多重表徵教學法，並搭配筆者自行設計的學習單，對照組之教學方式採傳統板書的方式，並搭配市售的複習講義，教學時間為三堂課。
本研究結果顯示：
一、 多重表徵教學組學生在酸鹼概念診斷測驗的整體後測及延宕測表現都顯著
　　優於傳統教學組，而在三個次主題的分析中，在較著重記憶性知識的單元
裡，多重表徵教學法和傳統教學法的差異不大；但在較複雜的單元中，多重
表徵教學法的教學成效明顯優於傳統教學法。
二、 兩組學生在心智模式的改變上，多重表徵教學組的表現優於傳統教學組，　
　　能夠有效地增進學生建構更良好的心智模式。
三、 在兩組的半結構式晤談方面，教學前兩組學生並無差異。而在教學後，
　　多重表徵組的回答正確比率比傳統教學組高出許多，並且傾向於利用粒子
　　等概念及動態的過程解釋相關概念，然而傳統教學組的學生在晤談當中仍
　　呈現許多不穩定性及不完整性，即便是高成就組的學生亦然。足以證明多
重表徵教學法較傳統教學法對於建構正確的酸鹼概念擁有良好的建設性。
四、 經由分析學生在學習情意問卷的想法，發現實驗組多數學生普遍認同多
　　重表徵教學法。
本研究建議：1、教科書在編排中可適度融入多重表徵的編排設計，利用多重表徵的教學策略去呈現科學知識中的微觀概念。2、針對較抽象的微觀概念，教師可以結合教師群組的力量共同設計多重表徵教學的教案與活動。

This study mainly focuses on the comparison between the application of Multiple Representations Teaching and Traditional Teaching to 8th-grade students on their reviewing performance as well as the effect on established mental models during the summer classes on the topic of Acids-Bases-Salts. Quasi-Experimental Design is adopted to conduct this research. The participants in this research includes 38 students from two classes, 18 students in the experimental group and 20 students in the control group respectively. The teaching method applied to the experimental group is Multiple Representations Teaching; moreover, the worksheets designed by the author of this study are applied as well. As for the control group, Traditional Teaching with commercial review course materials are applied. The teaching time is three classes.
The results of this study show:
1. In the diagnostic test of concepts related to acid, the experimental group outperforms the control group on the overall performance both in the post-test and the retention test. As for the three sub-topics, in the unit focusing more on memorizing, no significant difference is showed between the two methods. Nevertheless, in a more complex unit, Multiple Representations Teaching is evidently superior to Traditional Teaching.
2. In the two sets of the students’ mental models, the performance of experimental group surpasses the control group; besides, the Multiple Representations Teaching can effectively build up finer mental models.
3. Before the teaching, the interviews with every student show no difference between the two groups. Yet after teaching, the experimental group has a higher percentage to answer correctly than the control group. Also the students are able to explain the related concepts with particles concepts and dynamic process. However, in the interview with the control group, the students show more instability and incompleteness. Even the high achievers are no exception. Therefore, it is sufficient to prove that Multiple Representation Teaching can not only be more effective but more constructive in helping students build up a correct acid-base concept than Traditional Teaching Methods.
4. After the analysis of the questionnaires about learning motivation answered by the participants, most participants in the experimental group prefer Multiple Representations Teaching.
Suggestions for this research : 1. Adding a certain amount of Multiple Representations Teaching into textbooks and making use of teaching strategies of Multiple Representations to present microscopic concept of scientific knowledge.
2. For the more microscopic abstract concept, teachers can work together to design lesson plans and teaching activities of Multiple Representations.

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