Cognitive style is an important individual differences variable. Its impact is represented not only in the cognitive process, but also in the psychological characteristics of personality. After the cognitive style theory proposed, many domains have launched the cognitive style applied research, for instance, the influence of cognitive style to learning activity, the relations of cognitive style and individual difference and so on. This experiment unifying the cognitive style and Spatial-cognitive ability in shapes was an attempt to inspect the different cognitive style middle-school student's development characteristic in mental folding, mental unfolding and mental rotation and meanwhile explored what level of development had the space cognitive capacity achieved in different grades. Through this findings author hoped that can reveal the middle-school student psychology cognition factor to study the geometry, in order to provide the psychological basis to enhance the geometry teaching.%测量采用3认知方式（场独立、中间型、场依存）×5年级（初一、初二、初三、高一、高二）×2数学成绩（好生、差生）×2性别（男生、女生）×3空间认知能力（折叠、展开、旋转）五因素混合设计．把认知方式和空间图形认知能力结合起来，考察不同认知方式中学生空间图形的折叠、展开、旋转能力的发展特征，各年龄阶段空间认知能力已达到什么样的发展水平，性别因素对中学生空间图形认知能力发展是否有显著性影响．希望研究结果能揭示中学生学习几何困难的心理认知因素，为提高几何教学提供心理依据．
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