本研究有三大研究目的，旨在探討自我提問策略（實驗組一）、學生出題策略（實驗組二）介入，對學生閱讀成效（閱讀表現、閱讀動機、閱讀興趣、認知負荷）之影響，以及探討自我提問策略（實驗組一）、學生出題策略（實驗組二）相對於一般閱讀活動（控制組）對學生閱讀成效（閱讀表現、閱讀動機、閱讀興趣、認知負荷）之影響。本研究採用不等組前、後測之準實驗研究法，以臺南市一所國民小學五年級的三個班級學生為研究對象（共75人），配合學校每週一節的閱讀課，進行為期十二週的實驗教學研究（含前、後測及訓練課程）。測驗工具包含閱讀表現測驗、閱讀動機量表、閱讀興趣量表、認知負荷量表。在資料分析部分，採用Wilcoxon檢定、成對樣本t檢定、Quade’ s共變數分析、單因子共變數分析、變異數分析。主要研究結果發現：一、在閱讀表現前、後測上，自我提問組無顯著差異，學生出題組則後測顯著高於前測。二、在閱讀動機前、後測上，二組皆無顯著差異。三、在閱讀興趣前、後測上，二組皆無顯著差異。四、在認知負荷前、後測上，自我提問組無顯著差異，學生出題組則後測顯著低於前測。五、在閱讀表現、閱讀動機、閱讀興趣、認知負荷三組比較方面，三組皆無顯著差異。最後，依據研究結果進行討論並提出教學與未來研究之建議。

This study had three primary research objectives: (1) to investigate the effects of the self-questioning strategy (experimental group 1) and the student question-generation strategy (experimental group 2) on students’ reading outcomes, including reading performance, reading motivation, reading interest, and cognitive load; and (2) to examine how these two strategies compare to general reading activities without strategy intervention (control group) in influencing students’ reading outcomes. A quasi-experimental design with a nonequivalent pretest-posttest control group was adopted. The participants were 75 fifth-grade students from three classes at an elementary school in Tainan City. The study was conducted over a 12-week period during regularly scheduled weekly reading classes, including pretests, posttests, and instructional training sessions. The instruments used in the study included a reading performance test, a reading motivation scale, a reading interest scale, and a cognitive load scale. Data analysis methods included the Wilcoxon signed-rank test, paired-sample t-test, Quade’s analysis of covariance, one-way ANCOVA, and ANOVA.

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