閱讀在英語學習上扮演著極重要的角色，同時在這個資訊時代中，也成為ㄧ項不可或缺的能力；由於閱讀理解力是一種複雜的過程，因此很難成為成功的讀者。然而，只要用對閱讀策略，閱讀技巧是可以經由訓練而提升的。根據先前的研究得知，後設認知策略中之自我發問策略，對於提升閱讀理解能力有著顯著的成效，主要歸因於該策略之主動歷程、後設認知歷程及基模歷程的特性。然而，對於尚未訓練的學生，以及只有發問主旨性問題的學習者而言，自我發問策略是不具效用的。為了將自我發問策略發揮最大的功效，本論文的主旨在於設計一個運用自我發問策略之英語閱讀課程；該課程在主軸、具體目標、教學方法、評量方法等之設計與應用，不僅能提升學生的英語閱讀理解力，其他相關聽、說、寫及思考能力也可同時提升。

Reading is one of the most important skills in English learning and the indispensable ability in the Information time, but it is difficult to become a successful reader because reading is a complicated process. However, reading skills can be trained as long as using appropriate strategies. According to previous studies, self-questioning strategy, one of the metacognitive strategies, is the effective strategy to enhance reading comprehension because it contains three essential components including active processing, metacognitive processing, and schema processing. Nevertheless, there are still some restrains on this strategy, such as no benefits for higher metacognition and lower mental development learners. In order to enhance EFL students‟ reading achievement, an English reading curriculum integrating self-questioning strategy training is designed including course aims, objectives, syllabus design, and evaluation approaches. It is expected that EFL students‟reading comprehension and other related abilities can be enhanced effectively after self-questioning strategy training.