本研究採用行動研究法，探討利用提問教學能否提升四年級學童閱讀理解能力，以研究者所任教的國小四年級學生為研究對象。研究結果分兩節討論： 第一階段實施歷程及第二階段實施歷程紀錄結果，其中包含學習單、觀察記錄、訪談紀錄、教師省思札記等多元方法蒐集質性資料分析。獲致下列結論： 一、提問教學策略對學生閱讀理解能力，有提升的趨勢。 二、提問教學模式可增進學生閱讀理解策略的運用。 三、學生的學習態度改變，喜愛提問教學策略，且期待持續進行。 四、實施提問教學提升四年級學童閱讀理解能力之行動研究，能提高教 師省思能力，並有助教師專業成長。 最後，本研究對於未來欲從事與本研究相關議題的研究者與現職教師，提出若干教學研究方向與建議。 This study uses the action research method to explore the influence of improving fourth-grade students’ reading comprehension by questioning instruction. The subjects are the forth-grade students in the elementary school which I am teaching in. This research has two sections, (1)the implement process, (2)the records and results of the process, including worksheets, observation records, interview records, and the reflection of the teacher. Through collecting and analyzing these multiple datas, the results of the research are summarized as follows: First, the questioning instructional strategy can improve student’s reading comprehension ability. Second, the questioning teaching mode enhances the use of reading comprehension strategies of the students. Third, the learning atitude of the students has changed. They like questioning teaching strategies and are looking forward to the following process. Fourth, the implementation of questioning instruction to enhance the fourth-grade children''s reading comprehension of action research method can improve the reflection ability and develop the professional ability of the teacher. Finally, the research provides several directions and suggestions for future researchers and teachers willing to engage in related issue.