本研究建置一個自我提問閱讀系統（self-questioning reading system, SQRS），目的 在提升學生的閱讀理解能力，研究對象為臺灣新北市都會地區某國小六年級的學生。將 研究對象立意取向分成三組，進行系統所提供的三種學習模組，分別為實驗組一：QAR （question-answer relationship）自我提問閱讀學習模組（N = 25）、實驗組二：一般自我 提問閱讀學習模組（N = 25）與控制組：傳統閱讀學習模組（N = 26）。研究採準實驗研 究進行，實施期程為10週，共10堂課、400分鐘。研究結果發現，經過自我提問閱讀系統 的練習，閱讀理解成就均顯著優於控制組，因此，自我提問閱讀系統的確能有效提升學 生的閱讀理解能力。

This study aims to guide students to learn self-questioning strategies on the selfquestioning learning website, based on reading literacy assessment. This website contains three reading learning modules-QAR self-questioning reading learnings (N = 25), general self-questioning reading learnings (N = 25), and traditional reading learnings (N = 26). There are ten articles for three sixth grade classes over a ten-week period. Statistical analysis is performed before and after the reading comprehension. The results of this study: Learning results for “QAR self-questioning reading learnings groups” and “general self-questioning reading learnings groups” are better than “traditional reading learnings groups”. Thus, self-questioning reading comprehension learning system can indeed effectively enhance students’ reading comprehension.