本研究探討「向作者提問」的教學策略運用在聆聽教學的成效，以希臘悲劇 《伊底帕斯王》為文本，6名六年級資優生為對象，進行四週（八節課）的聆聽 教學活動。 透過量化資料發現：「向作者提問」教學策略能夠幫助國小學生提升理解文 本；質性資料則顯示，學生在經教師鷹架下，對理解《伊底帕斯王》，可歸納出 幾個焦點： 一、 對故事主題有一致性想法。 二、 關注避免悲劇發生的人文思維。 三、 能理解「神諭、衝動、思考與智慧」等面向。 四、 能提出不合理情節質疑。 五、 能分析伊底帕斯的人格特質。 六、 對其中情節印象深刻。 七、 對整體故事有不同認同與詮解。 除了以上結論外，並建議未來研究者能以「向作者提問」策略作為指導整合 學生聽、說與寫的教學方法為主題深入研究。

The purpose of this study was to investigate the effects of "QtA" teaching strategy on the listening instruction. The researcher used Greek tragedy "Oedipus the King" as the text. Six gifted six-graders were chosen as the research targets and the total teaching period was lasted for four weeks (eight classes) with the listening instruction of "QtA" teaching strategy. Through quantitative statistics, the researcher found that "QtA" teaching strategies can be used to improve the elementary school students' ability of understanding the text. Besides, qualitative data which show that "QtA" teaching strategies can benefit students taught by the listening instruction also provide some important evidence. The findings can be summarized as follows: 1. Students have the consistent thinking about the story. 2. Students care about avoiding the occurrence of the tragedy. 3. Students are able to understand "the oracle, impulsiveness, thinking and wisdom". 4. Students are able to doubt the unreasonable plot. 5. Students are able to analyze the personal traits of Oedipus the King. 6. Students are impressed by the plot. 7. Students are able to explain the whole story differently. Furthermore, the researcher recommends that the future study may use "QtA " strategy on the combination of listening, speaking and writing instructions.