本文為兩年期科技部計畫「國中社會學習領域多文本閱讀教學策略之建構與實施」之部分研究成果，研究者與新北市展翅國中（化名）三位社會教師進行一年的合作行動研究，於國中社會學習領域融入閱讀理解策略之教學，如字詞彙教學、背景知識、概念構圖和自我提問等，並蒐集教師的試行經驗與學生的回饋，以此探討閱讀策略融入社會學習領域的相關問題，以提升學生對學科內容之理解。研究結果發現，閱讀策略融入社會領域教學的成效深受教材書寫的影響，高度濃縮、目錄式的課文，有礙學生基本理解；學生背景知識與教科書之設定過於懸殊，難以運用閱讀策略去解決問題疑惑。為幫助學生奠足基本知識，而後能做理解和批判，建議在實施閱讀理解策略教學時，必須同時考量教材的品質，改善教科書的內容呈現方式，教師也可以改寫課文或補充其他可讀性較高的閱讀資料，以滿足學生的學習需求並提升學習成效。

In this two-year cooperative action research project, we researchers worked with three teachers at a junior high school in New Taipei City to explore of the possibilities of teaching reading comprehension strategies to promote students’ understanding of social studies subject matter. By incorporating reading comprehension strategies, such as vocabulary teaching, background knowledge, concept mapping and self-questioning into social studies teaching, we observed and recorded these teachers’ refl ection on teaching, as well as their students’ learning process and responses during our intervention. Their feedback helped us to identify key factors that may affect the effectiveness of our project and helped us to determine whether these strategies work or not. We found that the students’ comprehension diffi culties were mainly caused by the ill-designed social studies textbooks. Furthermore, the ill-designed social studies textbooks hindered the incorporation of reading comprehension strategies in social studies classes. Our fi ndings indicated that the textbooks contain high proportion of tier two and tier three vocabulary, incomprehensible narratives of facts, and ill-structure of background knowledge explanation for students to achieve basic understanding. To solve these problems, we suggest that the quality of textbooks must be improved for students to understand. Teachers should learn how to identify students’ reading diffi culties when reading textbooks, and based on their observation, they can rewrite the texts or supply other easier accessible texts when they teach reading comprehension strategies to promote students’ understanding of social studies subject matter.