本研究旨在探討交流式策略教學法之實施歷程及學生閱讀理解之效果。以七位國小四年級閱讀低成就學生為研究對象，並以行動研究方式實施三個循環的閱讀教學課程，進行十七週共三十四節課。經由錄影、訪談、協同教師觀課記錄、議課記錄、教師省思札記、學生作品、個別閱讀會談記錄、閱讀理解前後測等多元方法進行資料蒐集與分析，以及透過計畫、行動、觀察、反省的循環歷程，提出研究結果且獲致以下結論： 
壹、交流式策略教學法之實施歷程
    一、實施交流式策略教學要長期進行
    二、學生熟練多理解策略的應用有助內化策略的應用
    三、鼓勵學生表達應用理解策略的思維歷程
    四、鼓勵學生閱讀時保持積極的態度
    五、逐漸撤除鷹架有助提升學生理解監控的能力
貳、學生閱讀理解之效果
    一、閱讀低成就學生閱讀時能應用理解策略
    二、交流式策略教學法能提升閱讀低成就學生之閱讀理解能力
參、教學者透過行動研究與省思而獲得專業成長
    最後，根據本行動研究的歷程與研究結論，分別對教學者與未來研究者兩方面提出建議。

This study aims to explore the process of implementing the teaching method of interactive strategy and the effect of students’ reading comprehension, studying seven reading low-achievement students in the fourth grade by conducting a three-cycle reading course for 17 weeks (a total of 34 sessions) in the form of action research. The data collection and analysis was conducted by multiple methods, such as video recording, interviews, observation records of collaborative teachers, lecture records, teachers’ thoughts, students’ works, individual reading interview records, and pre-test post-test of reading comprehension, through the cycle of planning, action, observation, and reflection. The research reached the following conclusions:
First, the implementation process of the Transactional Strategies Instruction:
1. Implementing Transactional Strategies Instruction should be carried out for a long time.
2. Students' proficiency in understanding the application of strategies can help the application of internalization strategies.
3. Encourage students to express the thinking process of application understanding strategies.
4. Encourage students to maintain a positive attitude in reading.
5. Gradually removing the scaffold helps improve students' ability to understand surveillance.
Second, the effect of students' reading comprehension.
1. Students of reading low-achievement can apply comprehension strategies to read.
2. Transactional Strategies Instruction can improve reading comprehension ability of reading low-achievement students.
Third, the teacher gains professional growth through action research and reflection.
    Finally, based on the history of the study and the conclusions of the study, recommendations are made to both the educator and the future researcher.

目 次 
第一章 緒論	1
第一節 研究動機	1
第二節 研究目的與待答問題	3
第三節 重要名詞解釋	4
第四節 研究範圍與限制	5
第二章 文獻探討	7
第一節 閱讀理解	7
第二節 閱讀教學的意涵及閱讀理解教學法	14
第三節 交流式策略教學法	17
第三章 研究方法與設計	25
第一節 研究方法	25
第二節 研究場域及參與者	28
第三節 閱讀教學設計	30
第四節 資料的蒐集與分析	32
第五節 研究的信效度與倫理	37
第四章 研究結果與討論	39
第一節 交流式策略教學法的實施歷程與檢討	39
第二節 交流式策略教學法對閱讀低成就學生閱讀理解之效果	79
第三節 教學者的省思與專業成長	124
第五章 結論與建議	131
第一節 結論	131
第二節 建議	135
參考文獻	138
附錄一 家長同意書	146
附錄二 協同教師觀課記錄	147
附錄三 議課記錄	148
附錄四 教師省思札記	149
附錄五 個別閱讀會談紀錄表	150
附錄六 閱讀理解測驗前後測	151

表 次
表3- 1 七位學生閱讀理解前測成績	29
表3- 2 第一循環教學實施期程	30
表3- 3 研究目的、研究問題與資料蒐集之對應表	34
表3- 4 資料編碼表	36
表4- 1 第一循環之閱讀教學規劃表	40
表4- 2 第二循環之閱讀教學規劃表	55 
表4- 3 第三循環之閱讀教學規劃表	70 
表4- 4 六位學生對於教學者提問的回應	101 
表4- 5 四位學生對於第九章和第十章的提問	103 
表4- 6 學生對佟家兄弟的回應	104 
表4- 7 學生對過錯樹的回應	105 
表4- 8 閱讀理解前測成績結果	122 
表4- 9 閱讀理解後測成績結果	123 
表4- 10 閱讀理解前後測成績答對率之相依樣本t檢定	124
 
圖 次
圖2-1  逐漸釋放責任的模型	23
圖3-1  研究流程圖	27
圖3-2  質性研究三角校正關係圖	38
圖4-1  小宣作品	81
圖4-2  小威作品	82
圖4-3  小育作品	82
圖4-4  小文作品	83
圖4-5  小菁作品	83
圖4-6  小宏作品	84
圖4-7  小宇作品	84
圖4-8  作品190218-小宣	89
圖4-9  作品190218-小威	89
圖4-10 作品190218-小育	90
圖4-11 作品190218-小文	90
圖4-12 作品190218-小菁	91
圖4-13 作品190218-小宏	91
圖4-14 作品190218-小宇	92
圖4-15 學生小育練習使用視覺化策略的組織圖	98
圖4-16 學生小宏練習使用視覺化策略的組織圖	99
圖4-17 學生小威練習使用視覺化策略的組織圖	100

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