本研究旨在探求「探究式提問」融入分享閱讀教學對閱讀理解能力的影響。本研究採不等組前後測之準實驗研究法，以桃園市一所小學二年級兩個班級學生為研究樣本，實驗組一接受回應式提問之分享閱讀教學，實驗組二接受探究式提問之分享閱讀教學。整個實驗為期8週，共計16節課，實驗過程評量採用「國民小學一至三年級閱讀理解診斷測驗」，以獨立樣本t檢定來比較教學實驗前後的差異，並收集質性資料作為補充量化資料的分析結果。
依據資料分析與研究結果，研究者歸納出以下結論：
1. 接受探究式提問之分享閱讀教學與實驗組一學生在閱讀理解診斷測驗上的得分與實驗組二無顯著差異。
2. 探究式提問之分享式閱讀教學能提升學生自我提問技巧。
最後，本研究就教學活動設計以及未來研究提供建議。
關鍵詞：探究式提問、分享閱讀、閱讀理解。

The purpose of this study is to discuss the effects of inquiry questioning integrated with shared-book reading instruction on reading comprehension. A quasi-experimental design featuring nonequivalent pretest and posttest was employed in this study. The subjects were second-grade students from two classes in one elementary school in Taoyuan city. One of the classes was assigned to Experimental Group One, which received responding questioning with sharing-book reading instruction, while the other class was assigned to Experimental Group Two, which received inquiry questioning with sharing-book reading instruction. The whole experimental instruction had lasted for sixteen periods in eight weeks. “Elementary school reading comprehension diagnostic assessment／Grades 1-3”（RCDA／G1-3” was used as an instrument to collect data. The data were analyzed by independent-sample t-test to compare the values before and after the teaching activities. Meanwhile, the qualitative data were collected and analyzed for understanding the results of quantitative data.
The results of the study indicate that：
1. There was no statistically significant difference in reading comprehension between Experimental Group One, which were given inquiry questioning with shared-book reading instruction, and Experimental Group Two.
2. Inquiry questioning with shared-book reading instruction could increase the ability of self-questioning.
Lastly, this research study provides suggestions for teaching activities and future studies.

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