關聯詞在閱讀理解上扮演重要的角色。學生要能掌握關聯詞，才能正確理解複句，進而讀懂整篇文章。有鑑於國小三年級是學習關聯詞的關鍵時期但在句法教學上迭有困境，本研究考量多文本閱讀對於提升閱讀理解能力的成效，旨在發展一套適用於小三學生的多文本關聯詞教學方案，並透過教學實驗以了解該方案是否能提升學生的閱讀理解能力。本研究採取不等組準實驗設計，研究對象為臺南市某國小三年級學生，三個班分別分派為多文本關聯詞組（n=24）、關聯詞組（n=25）和多文本組（n=22），三組均於112年三月至五月進行為期六週的教學實驗。實驗結束後，三組均接受研究者自編之「關聯詞閱讀理解測驗」，測驗總分以單因子變異數分析進行統計分析。結果發現，三組平均分數達顯著差異，多文本關聯詞組高於關聯詞組和多文本組，表示該教學方案能有效促進學生的閱讀理解能力。最後，依據實證研究結果提出教育應用及未來研究相關建議。

Conjunctions play a vital role in reading comprehension. In Taiwan, elementary school students start to learn the meaning of complex sentences with conjunctions in the third grade. Considering the difficulty of learning conjunctions and coherence of the text, the purpose of this study was to develop a teaching plan which integrated multi-texts with conjunctions for third graders. The study also aims to find out whether the teaching plan could improve students' reading comprehension through a quasi-experiment. Three classes of third-grade students in an elementary school in Tainan City were assigned to multi-texts with conjunctions teaching group (n=24), conjunctions teaching group only (n=25), and multi-texts group only (n=22). All the groups received a six-week instruction from March to May 2023. At the end of the experiment, the self-developed "Conjunctions and Reading Comprehension Test" were administered to all the groups, and students’ scores were analyzed by using a one-way analysis of variance. The results showed that the average scores of the three groups were significantly different, and that of the multi-texts with conjunctions teaching group was significantly higher than those of the other two groups. It indicated that the proposed teaching plan was effective in promoting students' reading comprehension.

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