本研究的目的，在探討說明文頂層結構教學對於增進國小六年級學生的閱
讀理解能力與文章回憶能力是否優於傳統問題討論教學。本研究以台北市
興隆國小六年級兩個班級，共78名學生為實驗對象。一班為實驗組，一班
為控制組。控制組接受問題討論教學，實驗組接受頂層結構教學。兩組受
試各接受每週3- 4 節教學，各十四節課，每節四十分鐘。研究工具包括
「說明體閱讀理解測驗」、「自由回憶測驗」、「說明文頂層結構教學方
案」與「說明文問題討論教學方案」。本研究採不等組前後測設計。在「
增進閱讀理解效果」的分析方面，採單因子共變數分析考驗假設。在「增
進文章回憶效果」方面，採混合設計二因子共變數分析考驗假設。研究結
果顯示：1.以說明文為主要閱讀材料的頂層結構教學方案，在增進國小學
生的閱讀理解能力方面，並未優於問題討論教學方案；2.在增進國小六年
級學生的說明文文章回憶能力方面，兩種教學方案與兩種說明文頂層結構
之間存在交互作用。即不同教學方案在增進學生說明文文章回憶能力的效
果，會受文章結構的影響；3.說明文頂層結構教學方案，在增進國小六年
級學生的反應型說明文文章回憶能力方面，優於問題討論教學；4.說明文
頂層結構教學方案，在增進國小六年級學生的描述型說明文文章回憶能力
方面，並未優於問題討論教學方案。最後，研究者針對研究結果加以討論
，並提出建議，做為教學應用以及未來進一步研究時的參考。

The purpose of this study is to investigate whether or not
Expository Top-level Structure Instruction is better than the
Conventional Answering and Discussing Questins Instruction
with regards to increasing the reading comprehension and
recollection of texts by sixth graders. This study used two
classes of the sixth grade studen- ts of Hsing Long Elementary
School as its subjects;one class was the control group and the
other was the exp- erimental group. The control group received
Conventio- nal Answering and Discussing Questions Instuction;
The experimental group received Expository Top-level Stru-
cture Instruction. Each was instucted from three to four
classes a week for a total of fourteen classes. Each class
period lasted 40 minutes. Nonequivalent-control group design
was used for this study. As for the aspect of the effect on
reading com- prehension, all of the obtained data was analyzed
with the one-way ANCOVA. As for the analysis of the effect on
recollection of texts, all of the obtained data was analyzed
with the two-way mixed design ANCOVA. The results of the study
were:1. As for increasing the sixth graders' reading
comprehension, using the Top- level Structure Instruction was
not better than Conve- ntional Answering and Discussing
Questions Instruction 2.As for increasing the sixth graders'
expository free recall ability, there exists an interaction
effect be- tween the two types of course instruction and the
two types of expository top-level structure. 3.As for inc-
reasing the sixth graders' response style expository free-
recall ability, using the Top-level Structure In- struction was
better than using Conventional Answering and Discussing
Questions Instruction. 4.As for increa- sing the sixth
graders' description style expository free-recall ability,
using the Top-level Structure In- struction was not better than
using Conventional Answ- ering and Discussing Questions
Instruction.
The purpose of this study is to investigate whether or not