本研究著重於探究操作技能與思考和實作表現之間的關係，並分析強化學習者的操作技能，是否有助提升學習者思考的深度與實作表現的完整性。為達成前述目的，本研究以兩班共61名八年級學生為對象，採準實驗設計的不相等控制組設計來進行實驗研究，並透過質性與量化資料的分析獲得以下的具體結論：（1）強化國中生的操作技能並無法有效提升其思考的表現，而是需強化其概念性知識以提升思考能力；（2）強化國中生的操作技能對其實作表現雖稍有助益，但更重要的是，需強化其程序性知識以提升實作能力；（3）思考強且實作強的學生若不能瞭解及運用質性知識，仍不足以掌握科技實作的運作系統。

This study focuses on investigating the effect of practical skills on students' thinking and hands-on performance when working on a technology project. Also, this study tries to verify the effect of students' thinking and hands-on performance by enhancing their practical skills. Sixty-one 8th graders were investigated in this study. A nonequivalent control group design of quasi-experimental design was conducted, and following conclusions were made: (1) Enhancing students' practical skill did not necessarily promote their thinking performance. It was suggested that the conceptual knowledge was needed to further improve their thinking ability. (2) Enhancing students' practical skill had little effect on their practical performance. It was suggested that the conceptual knowledge was needed to further improve their practical performance. (3) Students with good thinking and practical ability did not necessarily fully understand the technology system, only if qualitative knowledge in technology was used.