本研究旨在探討問題答案關係策略融入國小五年級國語科教學，對提升學童國語科學習成就、閱讀理解與閱讀理解後設認知之成效，並檢視學童的教學反應。本研究採用不等組前測─後測─追蹤後測準實驗設計，以屏東縣1所國民小學五年級兩班共37位學童為對象，實驗組在國語科教學中實施融入式問題答案關係策略教學，控制組實施一般國語科教學，進行為期8週的教學實驗。實驗前、實驗後、實驗結束後兩週，兩組學童均接受國語科學習成就測驗、閱讀理解測驗及閱讀理解後設認知量表的測量。此外，實驗組學童在實驗前、後接受文章問題類型辨識測驗的測量，並在實驗後填寫教學回饋問卷。結果發現：一、實驗組在國語科學習成就的後測及追蹤後測上皆優於控制組。二、實驗組在閱讀理解的後測及追蹤後測上皆優於控制組。三、實驗組在閱讀理解後設認知的後測及追蹤後測上皆無異於控制組。四、實驗組學童對於問題答案關係策略的學習與教學，普遍持有正向看法。

The purpose of this study was to investigate the effectiveness of an integrated question-answer relationship strategy (QARS) intervention program for fi fth graders. A quasi-experimental design was adopted with a pretest, posttest, and retentionposttest. Thirty-seven fifth-grade students from 2 classes at an elementary school in Pingtung County were recruited as participants. One class was randomly assigned as the experimental group (EG), and the other as the control group (CG). During the experiment, the students in the EG received integrated QARS instruction, whereas those in the CG received no treatment. Before, immediately after, and 2 weeks after the experiment, the students in both groups were measured using the Chinese Achievement Test, Reading Comprehension Test, and Metacognition of Reading Scale. Additionally, the students in the EG completed the QARS Question Identifi cation Test before and immediately after the experiment, and completed the Teaching Feedback Questionnaire after the experiment. The results show that (1) the EG outperformed the CG on the posttest and retention-posttest of the Chinese Achievement Test; (2) the EG outperformed the CG on the posttest and retention-posttest in reading comprehension; (3) the EG and CG did not differ on the posttest and retention-posttest in reading metacognition; and (4) students who received QARS instruction had a positive attitude toward QARS learning and instruction.