本研究目的是探討不同空間能力的國三學生在教學前對於「四季成因」的心智模式（mental model）類別，繼而透過學生使用自我解釋（self-explanation）模式，來分析學生閱讀不同形式之教材對於其建構知識方式的影響，最後試圖透過閱讀推論來解釋學生概念改變的歷程。 研究對象為國中三年級學生二十名，根據性別及空間能力高低隨機分派於實驗組與控制組，每組各十名。研究步驟為前測晤談、閱讀學習、後測晤談。 研究結果指出實驗組使用反駁性文章（refutational text）加上「增加激發活動」（augmented activation activities）的教材有助於學生學習「四季成因」。雖然在前測時，學生對四季成因的心智模式大都不正確（分為六類），但在學習後，實驗組學生有較佳的表現。同時高空間能力的學生在各組內皆表現優於低空間能力的學生。 為進一步瞭解學習機制，本研究亦進行閱讀推論的分析，研究結果指出學生閱讀學習時其閱讀歷程中所產生的推論是決定學生是否理解四季成因的因素之一。實驗組及對照組低空間能力的學生大部分形成錯誤推論，並以其解釋或連結其他內容；而實驗組高空間能力學生，則能經由產生正確的推論及回溯相關資訊，而表現較佳。

　　　　　This article presents the results of a research investigating middle school students' mental models of four seasons and their learning processes of reading. Twenty ninth grade students were stratified by their spatial abilities first, and then randomly assigned to a treatment or a control group. Ten students were in each group. The design of the study has three phases: pretest, reading text and providing explanations, and posttest. The results show that the use of refutational text and augmented activation activities improved the students' achievement in learning of four seasons. In particular, the high spatial ability students outperformed the low spatial ability students. Also, the findings suggest that there are six major types of mental models of four seasons held by the students. After reading the materials, high spatial ability students were able to move their mental models closer to scientific models, while the low spatial ability students were less likely to change their mental models. This was further examined in their inferences generated while reading the text. The result indicates incorrect inferences affect their understanding of the concepts of four seasons. Therefore, some the oretical frameworks are outlined to explain the formation of the students' mental models of the four seasons and the structure of the acquired knowledge.