以往傳統研究探討同儕相互幫助的機制多在於量化性的陳述其有效結果，然而，在小老師的教學與被幫助者的學習動機上卻較少提出在兩位小朋友的言談互動中，何以促使此同儕相互幫助的機制有正面的效果。本個案研究旨在探討英語為外語的學習環境中，在國小階段的英語補救教學裡，同儕相互幫助的動機與影響。本文採用維高斯基 (Vygotsky) 社會文化學習理論來探討在台灣的國小補救教學環境中，教室兩人一組的同儕學習中，小老師如何使被幫助者語言知識建構起。 本研究對象針對30位五年級學生，分為兩人一組，共15組，實施為期20週小老師制度教學，並且針對其中一組的互動方式，作深入的研究。 研究方法採用質化的言談分析及晤談訪問。資料分析重於探討被幫助者如何藉由小老師的協助，完成該年級應學會的字母、單字認讀與基礎閱讀的過程。目的是希望呈現小老師在與被幫助者言談互動之中，小老師如何一步一步地提供合適的協助以建立被幫助者的語言知識概念。 本研究主要的發現有： 1. 這一名受過小老師制度訓練的小學生能夠很快掌握學習者的學習困難處並提供協助。 2. 這一名小老師用程度分級的協助方式來探測學習者的能力，且能夠發揮創意，給予適當的協助。學習者也表示小老師用多種問答的方式來幫助自己釐清學習盲點，這樣有助於了解自己的學習潛力。 3. 這一名小老師與學習者之間的朋友關係在學習過程中扮演重要的媒介角色。 本研究根據以上議題討論結果，在文末進一步提供建議，作為教育學者們參考。

自教科書開放編審制度後，教科書選用是當前高中教育重要的課題之一。教科書不僅是教師上課的主要依據，也是學生獲得知識重要來源，慎選一本教科書對教與學都很重要。此外，歷史科教學是一門牽涉價值判斷的學科，同樣的歷史事件，或許會因著重的層面不同，出現了不同的教材。因此，高中歷史教科書選用之情況、選用方式與使用現況等課題皆值得深入關切。本研究旨在藉由分析大台北地區高中歷史教師對於教科書選用的情況與看法，進一步分析教師選用理念及教科書使用後之教學成效。最後歸納研究結果，提出具體可行之建議方案。 本研究的方法是採質性研究之文獻分析法與訪談法。研究對象為台北市與新北市的高中歷史專任教師。經分析文獻與訪談資料後，所得研究發現：在教科書選用方面，歷史科教師即是決定教科書選用的關鍵，教科書的內容與教學設計是決定選用版本的主要因素，而曾使用過的版本或其他教師的使用經驗是重要的決定因素之一。在實際教學時，教科書是教師教學設計的指標與教學時的架構。不過，雖然學校在教學上給予教師充分的教學自主，但是審定版教科書加重了教師課前準備的負擔，加上指考的升學壓力，使得教師在教學過程中，不僅難以實現課程綱要之目標，也不能發揮自己歷史教學的理想。因此，唯有提供歷史教師教育專業得以發揮的環境，才能真正有效增加學生對學習歷史的興趣，歷史教育改革方可得以落實。

《水滸傳》是中國宋朝一部描寫綠林好漢的文學作品，它不僅在文學史上有巨大的價值，在語言研究上也占有一席重要地位。此書是中國歷史上第一部以白話文寫成的章回小說，在語言的運用更是別具特色，因此筆者選擇了在詞彙中有趣的詈罵詞做為研究方向。 本論文在一開始先介紹歷來學者對“詈罵”所下的定義及略談其從古至今的發展概況，並根據劉福根先生〈漢語詈詞淺議〉一文中的十一類為藍本，再相較於前人對於《水滸傳》一書中詈罵語的分類表，重新列出了十類。 其次，筆者對於《水滸傳》書中特有的詈罵詞運用習慣進行了分析工作，因宋朝的詈罵語在漢語詈罵詞的歷史發展過程中產生了很大的變化—俗化。根據劉福根先生在《漢語詈詞研究》書中將這時期的詈罵詞俗化的因素歸納為兩方面：俗文學的興盛及印刷術的發達，而這些具有獨特風格的詈罵詞全都一一表現在這本著名的文學作品中。 通過《水滸傳》中的詈罵語運用，我們可以透析宋朝的社會生活情況，同時還能了解中華民族自身的文化涵蘊。因此，筆者嘗試從語用角度去探究該時期的社會與漢族文化，並將之反映在對外漢語的教學工作上。筆者認為要成為一個華語文教師，除了著重於教科書的詞彙、文法運用外，傳承中華文化的精髓也是必要的，而華語文學習者在經過詈罵詞的教學後，也能提升對《水滸傳》書中話語的理解能力及文學作品的鑒賞能力。當然，教師在教學工作的進行中，仍有其所要注意的現實問題存在，所以筆者也就此提出了幾點要素。最後，筆者認為詈罵詞的教學是有其必要性的，不應該被漠視，也不應被鄙視或摒棄。

1992年朱宗慶秉著「演奏、推廣、教學、研究」的目標，成功的將打擊音樂從表演舞台延伸到生活教學形式上，正式成立-「朱宗慶打擊樂教學系統」，為國人首創之打擊音樂教學系統，也是第一個由表演藝術團體設立的體制外教育系統。直至今日近二十年間，體制外打擊樂教學中心陸續成立，朱宗慶打擊樂教學系統甚至拓展至海外開設教學中心，初估全台灣學習過打擊樂的人數超過十五萬人。 「朱宗慶打擊樂教學系統何以成為可能?」此為本論文發問的起點，以時間的推進為主軸，透過相關文獻的分析與對照經營管理理論，試圖從中抽絲剝繭找出背後的一些關鍵因子。經由本論文對朱宗慶打擊樂教學系統之通盤研究後，最後對「朱宗慶打擊樂教學系統何以成為可能」之原始提問做出整理與歸納並提出未來發展之建議。 本論文首章論述發想過程，同時說明採行文獻分析及深入訪談之研究方法，並確定研究重點為朱宗慶打擊樂教學系統之經營管理發展層面。第二章說明打擊樂及體制外音樂教育的發展概況，另外針對體驗行銷、藍海策略、組織變革等相關管理理論進行文獻分析，最後提及朱宗慶打擊樂教學系統二十年來的大事紀，並搜集朱宗慶打擊樂教學系統之相關期刊論文研究，做為接下來對朱宗慶打擊樂教學系統發展的討論基礎。 第三章至第五章詳細論述朱宗慶打擊樂教學系統的發展歷程，筆者依朱宗慶打擊樂教學系統創辦至今之重要轉折及事件，將其發展歷程劃分為三個時期；第一個時期為1992-2002之創辦紮根時期，此階段朱宗慶打擊樂教學系統從無到有，教學中心於全省快速拓展，全盛時期有三十二間教學中心，可謂為朱宗慶打擊樂教學系統開疆拓土的重要階段；第二個時期為2002-2005之轉變期，由於2002年發生了系統分裂危機，促使朱宗慶打擊樂教學系統進行組織重整，結合了朱宗慶打擊樂團與擊樂文教基金會的資源，成立朱宗慶打擊樂團隊，開啟了朱宗慶打擊樂教學系統另一個新紀元；第三個時期為2006年迄今，全面開拓海外市場的朱宗慶打擊樂教學系統陸續於澳洲與中國大陸成立了海外據點，為「立足台灣、放眼國際」這個願景邁開一大步，自此走向國際。 第六章則歸納朱宗慶打擊樂教學系統發展之天時與地利，以及創辦人朱宗慶個人的時代性角色、風格與做事的態度等，皆創造出獨特的朱宗慶精神。接下來的朱宗慶打擊樂教學系統如何延續朱宗慶精神，將是一個重要的議題。且未來朱宗慶打擊樂教學系統將不再是唯一的打擊樂教學系統，面對少子化的危機與團隊老化問題，筆者認為唯有持續不斷的創新、精進專業提昇服務價值並保有熱情的心才有機會讓朱宗慶打擊樂教學系統得以朝立足台灣、放眼國際的願景繼續邁進。

本研究的目的是在探討「明示閱讀策略教學」對於台灣國中生英文閱讀能力之效益，並研究此教學策略對國中生在閱讀測驗中不同題型的成效。此外，更深入研究國中生對閱讀策略的使用及對閱讀策略教學的回應。 研究對象是桃園市某國中76位八年級的學生，隨機分派為一實驗組，一控制組。實驗組學生在十五週中接受六種閱讀策略的訓練，包括預測、略讀找出大意、瀏覽找到特定資訊、推測、利用上下文猜生字意思、自我修正。訓練方式採「明示策略教學」，強調老師說明及示範、引導練習、自我練習及應用。研究的主要工具是前、後測（採自全民英檢閱讀測驗）、學生應用閱讀策略問卷、及學生對此教學策略的回饋問卷。 研究結果發現： (一) 教授閱讀策略技巧有助於學生的閱讀理解。接受閱讀策略教學的實驗組學生於後測階段，在閱讀理解測驗的表現明顯優於未接受閱讀策略的控制組學生。 (二) 閱讀策略教學有助於學生對各類型測驗題目（確認大意、文章細節、推論、猜測字意等）之掌握與理解。 (三) 明示閱讀策略教學有助於增強學生對閱讀策略的觀念及用法。大部分受 試者在實驗前不知道這些策略，但於教學後都了解並喜歡使用這些策略。 (四) 問卷結果顯示：大部分的實驗組學生對於「明示閱讀教學」在英語閱讀表現上的成效抱持肯定態度，尤其以利用瀏覽找特定資訊及略讀了解主旨為大多數學生認為是最實用的閱讀策略。 本研究者建議國中生應學習閱讀策略以提昇閱讀理解能力，而英文老師應於國一時即有系統地將閱讀策略教學融入英文課中，以幫助學生長期並廣泛地使用閱讀策略。此外，老師們應加強學生靈活運用由上而下及由下而上的閱讀策略，以達到有效的閱讀。再者，老師們應加強學生使用閱讀策略回答測驗問題的能力。最後，老師們應藉由策略教學及有趣的教材提高學生的閱讀興趣及動機。 / This study explores the effects of the explicit instruction of reading strategies on EFL junior high school students’ reading comprehension. The study further investigates if there are significant effects of reading strategies on reading comprehension for students in different types of questions. It also examines the students’ use of reading strategies and their responses to the strategy instruction. The participants of this study were 76 eighth-grade students from two classes at a junior high school in Taoyuan. Class 802 was the experimental group, and Class 825 was the control group. A fifteen-week explicit strategies instruction with its focus on six strategies (making predictions, skimming for the main idea, scanning for important information, making inferences, guessing the meanings of unfamiliar words from context, and self-monitoring) was given to all the participants in the experimental group. These strategies were taught explicitly, with their emphasis on modeling, guided practice, independent practice, and application. The reading comprehension test of GEPT－elementary level was used as the pretest and posttest to measure the participants’ reading comprehension ability before and after the instruction. A questionnaire was conducted to investigate the use of reading strategies both in the pretest and posttest. The major findings of the study are summarized as follows. 1. The strategies instruction was effective in promoting the participants’ reading comprehension. There is a significant difference in the reading performance between the experimental group and control group. When reading strategies are instructed to the experimental group, the group has the significant improvement in reading comprehension. 2. The strategies instruction helped the participants better comprehend main idea questions, detail questions, inference questions, and word-guessing questions. 3. The strategies instruction helped the participants build up knowledge and use the instructed strategies. Most of the participants did not have a clear idea of these strategies before the instruction, but they had learned to use these strategies and liked to use them after the instruction. 4. Most of the subjects had a positive response toward the strategies instruction. The strategies regarded by the participants as the most practical ones were “scanning for important information” and “skimming for the main idea”. The study provides several pedagogical implications. First, EFL junior high school students should learn reading strategies to improve their reading comprehension, and EFL teachers should provide them with explicit strategies instruction in a systematic way from the first year. Second, the strategy instruction should be incorporated into regular English class to help strengthen students’ long-term strategy use. Third, EFL teachers should help students use flexibly both top-down and bottom-up models to achieve effective and efficient reading. Fourth, in assessing students’ reading comprehension, EFL teachers should strengthen students’ use of strategies in answering comprehension questions. Last but not least, EFL teachers should arouse students’ interest and motivate them in English reading through strategy instruction and attractive text resources.

本研究旨在探討高中英文教師對於英文作文教學的信念與其實際教學情形。文獻回顧內容涵蓋英文作文教學理論以及教師信念與實踐。 本研究的對象為台北市的高中英文教師，研究方法採用量化的教師問卷輔以質化的教師訪談，問卷回收171份，採用兩種統計方法分析：描述性統計及單因子變異數分析；訪談人數為6人，訪談結果用來支持、解釋問卷結果。研究重點如下：(一)教師信念及教學情形：包含教學目標、教師角色、教學內容及教學方式、（二）教師信念與實踐的符合度與造成不相符合的原因以及（三）影響教師信念與實踐的因素。 本研究的主要發現如下： 1. 大考會左右老師的教學方向，但老師教學時目標不只侷限於此。 2. 老師的教學信念與實踐皆綜合成果導向與過程導向的教學法原則，而非單一教學法。 3. 教師教學上面臨課程、學生、教學準備及批閱作文等方面的困難，這些困難會阻礙老師遵循其信念教學。 4. 教師背景經驗確實會對其信念與實踐有所影響。 本研究有助於認識高中英文教師教寫作的信念與教學情形。研究者根據研究發現，分別對高中英文教師、教師培育機構、教育部及作文教學教材編寫者提出建議，以期讓高中英文作文教學更進一步。 / The purpose of this study was to explore what beliefs senior high school English teachers hold toward writing instruction and their practices of the beliefs. Literature review covered the approaches of ESL/EFL writing instruction and teachers’ beliefs and practices. The participants of this study were senior high school English teachers in Taipei city. Two data collection instruments were adopted, the quantitative questionnaire and the qualitative interview. In total, 171 questionnaires were gathered and analyzed by means of descriptive statistics and one-way ANOVA. In addition, six interviews were conducted, whose results were utilized to further support and explain the questionnaire results. There were three research focuses. The first one was on teachers’ beliefs and practices in the goals of writing instruction, the roles they played, and the content as well as the teaching procedures of writing instruction. The second one was on the consistency between teachers’ beliefs and practices and possible reasons for the inconsistency. The third one was on influential factors on teachers’ beliefs and practices. Based on the results of this study, major findings are summarized. First, for the teachers in this study, entrance exams were approaching, so the test-oriented trend seemed to be inevitable. However, teachers believed that to familiarize students with English writing structure and to enable them to express in written English could also be possible goals, and they did teach accordingly. Second, the goals, roles teachers played, content, and teaching procedures reflected a mixture of product-oriented and process-oriented approaches. Third, the difficulties originating from curriculum, students, teaching preparation, and composition evaluation might hinder teachers’ practices of their beliefs. Finally, teachers’ background experiences were found to play a part in influencing teachers’ beliefs and practices. It is hoped that this study can contribute to more understanding of senior high school English teachers’ beliefs and practices in writing instruction. With the results of this study in mind, the researcher further made suggestions toward senior high school English teachers, teacher education institutes, the Ministry of Education, and writing instruction material designers. This might help refine senior high school English writing instruction.

在臺灣，教授高中英語聽講課的老師常要苦思尋索如何選用教材與方法以引起學生的學習動機。研究者發現一些老師偶爾會在課堂中運用戲劇技巧，例如角色扮演以誘發學生的學習興趣。是以引發研究者的研究動機：嘗試應用一套有系統、有效又完整的「戲劇教學法」順利推進課程。 是以，研究者採用國立政治大學英國語文學系教師研究團隊在政大實小所進行的英語戲劇教學模式，在英語聽講課進行一學期的實驗教學行動研究。亟盼透過本研究成果提供不熟悉戲劇教學或擔心戲劇教學費時的英語教師們，一種非傳統式的英語聽講課。 本研究採質性研究，研究對象為32名高中一年級學生，研究者依上述教學研究模式設計15週的教學活動，研究資料採集研究者的上課觀察、錄影、學生回饋單、三份問卷、學生公演錄影及後測，加以分析整理出研究結果。 研究結果發現97%的學生喜歡此種戲劇實驗教學，特別是經過戲劇教學中劇本創作和不斷的演練、.及公演，學生的學習動機、語言能力、創造力及其它技能如布景服裝設計也因而增進。而此種課程可融合「語言教學」、「多元智慧」及「合作學習」等教學方法，提升學生的學習動機及語言能力，並可激發學生在戲劇表演及英語表達應用上的創造力。值得推廣。 / In Taiwan, English listening and speaking classes often trouble many English teachers with having to choose proper teaching materials or class activities to motivate students. The researcher observed some current teachers occasionally used some dramatic techniques, such as role play to elevate students’ interest. This motivated the present researcher to employ a more comprehensive and systematic drama teaching strategy in this course. Therefore, the researcher applied the model that was conducted in National Chengchi University Experimental Elementary School by a team of researchers at the English Department of the National Chengchi University to do this experimental drama teaching. The present research aims to provide the English teachers who are not good at drama teaching or view drama teaching as time consuming with a favorable, non-traditional method in the listening and speaking course. The participants included in this research were 32 students of the 10th grade. The researcher designed a 15-week course activities based on the NCCU model. A qualitative research method was utilized in this research. Data from the researcher’s observation, videotaping, students’ reflection, three questionnaires, students’ work, the formal performance videotaping and a post test were collected and analyzed to assess the effects of this action research. The findings indicated 97% of students liked this experimental drama teaching. Especially, through script creation, rehearsals and the formal performance, students’ learning motivation, four skills of language learning, creativity and other skills such as property and costume designs, were elevated. This course can integrate language learning, multiple intelligence theory, and cooperative learning theories to motivate and strengthen students’ proficiency and creativity in using English as a second language. Drama teaching in listening and speaking course is worthy of recommendation. .

本研究以政大附中為個案研究對象，旨在瞭解政大附中學科型教室的規劃理念、調查政大附中學科型教室的運用現況、探討政大附中教師對學科型教室的使用感受、分析政大附中學科型教室與教學效能的關係，進而根據研究結果提出對未來研究之建議，以供後進學校規劃學科型教室之參考。 為達此研究目的，目前政大附中共有24位教師，皆為本研究之問卷調查對象，並訪談政大附中6位教師、實地觀察一位教師上課情形。在資料分析上，問卷調查的結果主要以次數百分比統計及平均數分析，以內容分析法分析訪談所得資料，以描述性的方式記錄實地觀察過程。從研究結果發現得到以下結論： ㄧ、政大附中學科型教室規劃理念秉持空間有效利用、妥善配置及教室使用效 能提升的原則 二、政大附中學科教室情境佈置內容多元豐富，多以學科知識為主，輔以班級 事務，常見學生駐足閱覽 三、政大附中學科教室裡教學資訊設備豐富，教師不僅能熟練地使用學科教室 的資訊設備，且對資訊設備有助教學內容的呈現、教學效果的提升，持肯 定態度 四、政大附中教師肯定教學研究室有助教師交換教學經驗、情感交流、放鬆壓 力及提升教學效果的功能 五、政大附中教師肯定學科型教室之設計意義及運作方式，共用學科教室之教 師，會彼此溝通協調意見 六、學科型教室使用現況與教師教學效能之「教學自我效能信念」、「系統呈 現教材內容」、「多元有效教學技術」、「有效運用教學時間」、「建立 和諧師生關係」、「營造良好班級氣氛」，以及「整體教師教學效能」具 有顯著相關 本研究依據結論，提出建議如下： ㄧ、學科型教室設計有其價值，值得推廣 二、教師可善用學科教室便於進行情境佈置之優點，強化以學科內容相關知識 充實教室情境佈置 三、學科型教室教學設備豐富，教師需提升教學設備使用的知能 四、學校可規劃教學研究室讓同科教師在一起，以利專業對話 五、共用學科教室之教師，應透過溝通協調達成共識 六、學科型教室設計為因應「班級」的需求，需有妥善配套措施 七、學科型教室係因學生需移動到各學科教室上課，應妥善規劃動線 八、未來研究可以進一步地針對採行學科型教室的不同學校，從事長期性的研 究，以瞭解不同學校學科型教室的運作現況及績效 / By conducting a case study on The Affiliated High School of National Chengchi University, the research aims to penetrate the concept of organizing Variation type classrooms, investigate the school’s utilization of such classrooms, discuss the teachers’ feedback, and analyze the classrooms’ relation to teaching effectiveness. Further suggestions are made according to the research results for schools’ reference when it comes to the organization of Variation Type Classrooms. To achieve the above purposes, 24 teachers of The Affiliated High School of National Chengchi University conducted the survey questionnaires, with 6 teachers interviewed and one observed in class. As for data analysis, the questionnaires were analyzed in terms of frequency portion percentage and mean. On the other hand, content analysis was conducted on the information obtained through interviews and the observation process was documented with truthful description. The following conclusion can be derived from the research results: 1. The Affiliated High School of National Chengchi University organized Variation type classrooms with the principle of effective space utilization, proper arrangement and elevated class efficacy. 2. The subject classrooms in Affiliated High School of National Chengchi University are decorated with abundant and diverse subject knowledge supplemented with class affairs that often attract students to read. 3. The subject classrooms in Affiliated High School of National Chengchi University are equipped with abundant information equipment for teaching. Teachers are proficient in the application of such equipment and hold positive opinion on its help with the presentation of teaching contents and the improvement of teaching effectiveness. 4. The teachers of Affiliated High School of National Chengchi University confirm that teaching labs can help teachers exchange teaching experience, share emotions, alleviate pressure and improve teaching effectiveness. 5. The teachers of The Affiliated High School of National Chengchi University approve of the design idea and operation of Variation Type Classrooms. Teachers sharing the same subject classroom can communicate and coordinate with one another. 6. The utilization status of Variation Type Classrooms are closely related to the teaching effectiveness in terms of “self-efficacy for teaching”, “systematic presentation of teaching materials”, “diverse and effective teaching methods”, “effective use of teaching sessions”, “establishment of harmonious relationship between teachers and students”, “creation of pleasant class atmosphere” and “overall teaching efficacy of teachers”. The following suggestions are proposed based on the research results: 1.The design of Variation Type Classrooms is of great value and worthy of promotion. 2.Teachers can furnish subject classrooms with thematic decoration and supplement with subject-related materials. 3.Teachers have to improve their proficiency of teaching equipment operation in order to make use of the abundant teaching equipment in Variation Type Classrooms. 4.Schools can arrange teaching labs so that teachers of the same subject can gather to facilitate professional dialogue. 5.Teachers sharing the same subject classroom should reach consensus through communication and coordination. 6.Supplementary measures must be taken for Variation Type Classrooms to meet the demands of classes. 7.Students have to move to each subject classroom in the Variation Type Classrooms. Therefore, the routes must be carefully designed. 8.Further studies are encouraged to conduct long-term surveys on different schools adopting Variation Type Classrooms to better understand the operation status and effectiveness of such classrooms.

近年來網路學習隨著網路的發展，逐漸受到重視。網路是一個開放式環境，擁有豐富的學習資源，並且突破學習時的空間限制、時間限制，讓使用者擁有較高的學習自主性。由於在網路學習環境中，學習者必須負擔選擇和學習的責任，容易有學習迷失的問題。因此，蘇俊銘等提出一個動態產生適性化教材順序的Instructional Activity Model(IAM)。更依據所提出的IAM，設計一個符合美國國防部所提出之SCORM標準的系統。 根據奧蘇伯爾在認知同化學習論中所提到，能力之間是會互相影響的。然而IAM並未考量能力與能力之間的相互影響關係。因此本研究將將結合奧蘇伯爾同化論，提出一個考慮能力與能力之間相互關係的適性化教學模型，提供學習路徑導引。期望藉由此模型，能夠提供E-learning環境設計者，設計更符合學習者能力狀況的適性化學習課程。 / E-Learning issues have been discussed and investigated recent years. Internet environment provides multiple choices of learning time and learning materials. Much research has been done on E-Learning. The standards of E-Learning platform have been developed to make the learning content sharable and reusable. Some research has been devoted to the design of adaptive Learning system for need of different users. The Instructional Activity Model (IAM) is a general-purpose model to generate an adaptive learning course, which is compatible with the SCORM standard. IAM is composed of related Activity Tree (AT tree) nodes and capability nodes. Prerequisites are capabilities supposed to posses before learning an AT tree while contributions are capabilities after learning an AT tree. IAM model supports the adaptive learning sequencing by considering the relationships between AT trees and capability nodes. However, the IAM model does not take the influence between capabilities into consideration, especially for the assimilation of capabilities. In this paper, we propose the mechanism to integrate the concept of assimilation theory to the IAM model. In our proposed mechanism, the relationships between capabilities are considered based on the similarity measure between capabilities. The selection process of IAM is also modified to reflect the relationships of capabilities. Simulation result shows that the proposed mechanism is helpful for the learning sequencing.

本研究旨在探討利用結構/摘要/作筆記閱讀策略教學運用於高年級學童社會領域教學之學習成效，並根據研究結果擬具社會領域教師對於學童施行閱讀策略融入教學之參考。 本研究採準實驗研究法、觀察法、問卷分析法及訪談法，以兩班國小五年級學童為研究對象，一班為接受「結構/摘要/作筆記閱讀策略」教學之實驗組學生，一班為接受傳統社會領域教學之控制組學生，兩班學生皆由研究者進行教學，進行為期九週共十八堂之實驗教學課程，在教學前後，對研究對象實施前測、後測，藉以了解社會學習成效是否有顯著的差異。 依據資料分析與研究結果，歸納出以下結論： 一、 融入「結構/摘要/作筆記閱讀策略」教學，對於有效提升國小高年級學童社會學習領域之成效影響沒有顯著差異。 二、 實施「結構/摘要/作筆記閱讀策略」教學融入社會領域學習，對於不同學習成就的學童沒有顯著影響。 三、 「結構/摘要/作筆記閱讀策略」教學後，學生閱讀理解、閱讀策略運用、社會領域學習能力有顯著的進步。 最後，根據研究結果，提出對國小社會領域教師進行閱讀策略融入社會科教學及未來研究之建議。 / This study aims to discuss the application of Structure/Abstract/Making Notes reading comprehension strategy instruction to higher grade pupils’ learning effect on social studies. Based on the research results, reference for teachers of social studies integrating reading comprehension strategy into the instruction for pupils is proposed. With experimental research, observation method, questionnaire survey, and interview, two classes of G5 pupils are studied. The students in one class, as the experimental group, receive Structure/Abstract/Making Notes reading comprehension strategy instruction, while another class, as the control group, receives traditional instruction on social studies. Both classes of students are instructed by the researcher for 18 sessions in 9 weeks. Pretest and post-test are preceded before and after the instruction in order to understand the significant difference in the learning effect on social studies. According to the data analysis and the research results, the following conclusions are summarized. 1. Structure/Abstract/Making Notes reading comprehension strategy instruction does not significantly enhance high grade pupils’ learning effect on social studies. 2. Structure/Abstract/Making Notes reading comprehension strategy instruction does not show remarkable effects on the social studies learning of pupils with different learning achievements. 3. After the Structure/Abstract/Making Notes reading comprehension strategy instruction, the students’ reading comprehension, reading strategy application, and learning abilities in social studies reveal notable progress. Finally, suggestions for elementary school teachers of social studies integrating reading strategy into the instruction and future research are proposed according to the research results.