本研究旨在探討有效的高中小說教學實踐策略，首先透過滾雪球抽樣，擇定教育部高中國文學科中心的三位種子教師，以及一位現職高中華語文教師為訪談對象，探究他們的小說教學理念、教學歷程、具體實施策略、自我省思和轉變，從中理解高中國語文小說教學的有效實踐策略，冀能提供現場教師實施小說教學之參考與指引。研究結果顯示：（一）以小說結構要素規畫教學內容，有助於引導學生認識小說的獨特內涵；（二）使用有層次的提問，促進學生思考、討論與探索，能深化學生對文本內涵的理解；（三）安排實作任務，提供學生應用所學的經驗，能促進他們發展高層次思維及表達能力；（四）小說教學重在啟發學生獨立思考的能力，兼及培養對他人「同情共感」的體會；（五）依不同類型的小說特質，回應學生的學習需求，能有效彌補學生因先備知識不足而產生的理解隔閡。

This study aims at exploring effective teaching strategies of novels in high schools. By adopting snowball sampling, the researcher selected three seed Chinese teachers from MOE's High School Chinese Education Resource Center and a TCSL teacher currently teaching in a high school as interview targets. During interviews with the four experienced Chinese teachers, the researcher posed questions about their concept for teaching novels, their self-reflection, and personal transformation through teaching novels. The teachers also shared effective strategies for Chinese novel teaching in high schools. The researcher hopes that the study can provide reference and guidance for teachers who teach Chinese novels in high schools. The research findings are as follows: (1) Using structural elements of novels to organize the overall teaching plan can help students understand the unique characteristics of novels; (2) Using layered questions to guide students to think, discuss, and explore can deepen their comprehension of a novel's contents; (3) The performance tasks provide learning experience by application of the concepts learned can enhance students’ thinking and self-expression abilities; (4) Meaningful novel learning experiences for students can improve their independent thinking abilities and cultivate empathy for other people; (5) Responding to students’ learning needs based on the characteristics of different types of novels can bridge their understanding gaps caused by a lack of prior knowledge.