本研究旨在探討運用教學策略於國中英文閱讀理解教學上的實施歷程及學習成效歷程，並且了解實施過程中教師的專業成長。本研究對象為「森林」國中二年A班學生共27名，研究期間共6週，每週4節課，共24節，進行教學歷程。本研究以行動研究為主，觀察部份包含研究者以及協同教師的觀察紀錄、學生課堂表現紀錄等；文件資料包含學生前後測量化分析、學生評鑑回饋問卷以及學生作業；訪談對象分為協同教師與研究參與學生。本研究結論如下：一、從情境分析探究國中英語閱讀理解教學之困境與省思的歷程中，釐清英語教學實務問題並確認研究主題及方向。二、從設計閱讀理解教學於國中英語教學之行動方案與省思的歷程中，獲得擬定教學目標、設計教學計劃之專業成長能力。三、從實施閱讀理解教學於國中英語教學之行動方案與省思的歷程中，發現閱讀教學的英語教學優勢及面臨的問題。四、從評鑑閱讀理解教學於國中英語教學之行動方案與省思的歷程中，確認閱讀理解教學對改善英語教學之成效及可修正的方向。

This action research aims to explore the teaching process of applying strategies in English reading comprehension teaching in junior high school to see its effect on students’ learning achievements and teacher’s professional development in English instruction. The subjects were twenty-seven students in grade eighth in a junior high school in Changhua County. This study was an action research and lasted for six weeks, four hours per week, including twenty-four teaching hours. The research findings and conclusions are as follows. 1. The scenario analysis helps to identify the problems and to target at the research goals. 2. The teacher is proved to progress in setting teaching objectives and designing courses. 3. Through the progress of teaching research, the advantages and the problems of English teaching are found. 4. By means of the evaluation, the action plan shows positive effects on students’ English reading comprehension.