空间推理是学生在数学学习过程中需要培养的一项基本能力，它不但与学生的数学学业表现高度相关，也影响着学生日后在数学相关工作领域中取得成就的可能性。近年来，将空间推理融入到数学课程标准中已经成为国际教育领域的发展趋势，但在我国的数学教育中，空间推理始终未被当作一个独立的概念提出，尽管与之相关的“空间观念”、“几何直观”等概念已被视作义务教育阶段几何课程的重要培养目标，但其内涵与空间推理的内涵在范围和侧重上均有不同。也正是因为这个原因，国内从数学学科教育的角度入手，讨论学生空间推理能力的研究寥寥可数。 本研究旨在对初中学生在空间推理任务中的表现现状及特点进行描述，为课程与教学的改进提升提供参考依据。研究采用量化与质性研究相结合的方法，首先使用自编的标准化测验对512名七年级学生施测，对其在数学空间推理任务中的表现进行分析，随后从参与标准化测验的被试中抽取30名学生样本进行访谈，通过分析访谈材料，总结了各水平学生在完成空间推理任务时所表现出的思维特点，并据此在前人的研究基础上细化了对从低到高四个空间推理思维水平的描述。 研究得出以下结论：（1）七年级学生的空间推理能力整体有待提高。（2）七年级学生在进行空间推理时存在思维刻板的现象，缺乏主动思考和理解问题的能力。（3）在完成空间推理任务时，七年级学生动手绘图表达的能力较差。（4）学生的空间推理能力可以分为由低到高四个水平，分别是认知水平、分析水平、非正式推理水平及正式推理水平。 最后，研究根据测验与访谈所得出的结论，结合文献，就如何提高学生在空间推理任务中的表现提出了一些建议。

Spatial reasoning is a basic ability that the students need to develop in the process of mathematics learning. It is not only highly relevant to the students' mathematics performance in school, but also related to the students’ achievement in mathematics-related careers in the future. In recent years, integrating spatial reasoning into mathematics curriculum standards has become an international trend in the field of mathematics education. However, in China's, spatial reasoning has not yet been proposed as an independent concept, although related concepts like “space sense” and “geometry intuition” have been regarded as main training aims of the geometry curriculum of compulsory education, their connotations are different with the one of spatial reasoning in scope and emphasis. This also leads the fact that, in Chinese mathematics education domain, few research has been done on the topic of spatial reasoning ability, which makes it difficult to integrate with international researches. This study aims to depict the performance characteristics of junior high school students on spatial reasoning tasks, and to provide reference for curriculum and teaching improvement. The study uses a combination of quantitative and qualitative research. First, a standardized test was used to test 512 seventh-grade students and analyzes their performance on mathematics spatial reasoning task. Subsequently, 30 students were selected from the students who took the test for further interview, by analysis of interview materials, a summary was made on their thinking characteristics in spatial reasoning, which is used to the elaborate the spatial reasoning thinking levels from previous research. The following conclusions are drawn from the study: (1) The spatial reasoning ability of the seventh grade students needs to be improved as a whole. (2) Some seventh grade students are rigid in spatial reasoning, and lack the ability to think actively. (3) Seventh-grader's needs to improve the ability of expressing mathematic thinking with hand-drawing. (4) The spatial reasoning ability of students can be classified into four performance levels from low to high, namely, cognitive level, analysis level, informal reasoning level and formal reasoning level. Finally, based on the conclusions above, some suggestions were made on how to improve students' performance in spatial reasoning tasks.