本研究的主要目的在探討「歷史科作筆記策略教學」對高中一年級學生在歷史學科文章上「產出有效筆記」與「閱讀理解能力」的影響。研究方法採準實驗設計中的不等組前後測設計，以桃園市中壢區一所高中一年級69名學生為對象，實驗組34名學生，控制組35名學生。實驗組接受為期11週，每週兩節課(100分鐘)的「歷史科作筆記策略教學」，控制組則由該校一名地理科老師進行自主學習。
本研究在「大專生閱讀理解能力測驗」作為前測的評量工具，以「閱讀筆記策略運用測驗」與「大專生閱讀理解測驗記敘文與說明文題組之混和測驗」作為後測的評量工具。所得資料以獨立樣本單因子共變數分析進行統計處理。同時也參酌實驗組學生在「實驗後學生訪談」之回饋資料，以瞭解本研究教學之成效。
研究結果顯示：
一、「歷史科作筆記策略教學」可增進學生在「閱讀筆記策略運用測驗」中作筆記的表現，在「產出有效筆記」具有顯著提升效果。
二、「歷史科作筆記策略教學」對於學生閱讀理解能力的提升無顯著效果。
三、從實驗組學生的回饋資料中發現，「歷史科作筆記策略教學」可提升學生學習動機，學生也能將作筆記策略應用到其他學科。

此外，筆者針對研究結果加以討論，並提出具體建議作為「歷史科作筆記策略教學」在高中教學應用與未來研究上之參考。

The main purpose of this study is to investigate the effects of “Note-Taking Strategy Instruction” on the “use of note-taking strategy” and “reading comprehension ability” in senior high school students. Quasi-experiment design was adopted in this study. The participants are 69 senior high school students selected from Zhongli District, Taoyuan City. There are 34 students in the experimental group and 35 students in the control group. Students in the experimental group accepted “Note-Taking Strategy of History Instruction” for 11 weeks, 2 sections (i.e.100 mins) per week, while the control group took a self-learning course.
The collected data are analyzed by one-way ANCOVA. The results are presented as follows:
1.“Note-Taking Strategy Instruction” significantly improved students’ performace on effective notes taking ability.
2.“Note-Taking Strategy of Instruction” did not significantly improve students’ reading comprehension ability .
3.According to the feedback of students in the experimental group, “Note-Taking Strategy Instruction” increased their motivation and transfer of learning.

The discussion of results and the imp;ications for educational application and future research is also included.

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