自2015年起，國中教育會考與大學推甄「個人申請」入學都將採計英語聽力的成績。為了因應這英聽考試的趨勢，研究者設計發展的一影片英聽課程，結合三種不同的聽前活動以輔助高中生提升英聽理解能力。本行動研究的目的在了解不同程度高中生在接受影片教學聽前活動時的學習情形，以及教學活動後英聽理解的學習成效與教習感受。研究對象為新北市某高中29位一年級新生，利用Moodle課程平台進行8週的教學。資料蒐集包括教師的觀察記錄、學生半結構性訪談內容、問卷填答等質性資料，並輔以全民英檢英文聽力測驗前、後測、學習感受單、上課聽力理解測驗等量化資料進行資料之交互分析與討論，以深入了解學生的學習過程與反應。研究結果發現： 一. 在英聽理解的成效上，學生認為提供背景故事的聽前活動比預習測驗問題的聽前活動有幫助，而預習測驗問題配合預測情節的聽前活動最難，但能促進深層思考。 二. 影片教學對高中生的聽力理解的影響是正面肯定的。對影片教學三階段聽前活動，學生均持正面評價、滿意度極高。 三. 對各程度的學生而言，中等程度的學生聽力理解成效影響最大。 四. 就學習情形，觀察到會自行發展出跟著劇情唸與拉音軌重複聽的策略。 五. 透過本行動研究歷程能促進教師的教學思維，提升專業知能。 最後，研究者針對研究結果提出建議，做為未來教學與進一步研究的參考。 From 2015, the English listening comprehension test for junior high school students will hit the road and the listening test will be included in the Entrance Exam for senior high school students as well. For the test revolution, the researcher designed and developed an English course that using video-based teaching with three pre-reading strategies to improve students’ English comprehension ability. The purpose of the action research is to explore the learning process, the reflection of the course and the effects of English listening comprehension for the 29 senior high school students at varied proficiency levels. The students watched 20 movie clips on the Moodle courseware and used three pre-reading strategies to complete English comprehension tests in 8 weeks. Data collection included teacher observation records, semi-structured interview with focus groups and students’ feedback sheets. In addition, GEPT listening comprehension test, learning experience questionnaire and the comprehension tests of the films were accessed. Data were analyzed quantitatively and qualitatively. The results showed that (1) in terms of pre-listening activities, providing background introduction had better effects on English comprehension than on question preview; the pre-listening of question preview integrated with predicting plots was most difficult but it could promote deep thinking; (2) middle level students improved most from the listening comprehension course; (3) students felt satisfied with all of the three pre-listening activities and had positive effect of listening comprehension on video-based teaching (4) some students were able to develop their own strategies, such as the strategies of speaking aloud and reviewing the movie clips, to cope with the learning tasks; (5) by conducting the action research, the teacher as the researcher was able to improve her observation, reflection and professional teaching ability. Based on the results of the study, suggestions and recommendations had been made for future studies.