本研究採行動研究法，運用合作學習中的共同學習法，結合閱讀理解策略，進行國小二年級國語文領域之課文本位的閱讀教學，希冀探討合作學習與閱讀理解策略應用於國語文閱讀教學的成果、面臨困境和解決之道。研究發現：學生對於分組合作學習的意見歧異，雖有應用小組競賽和加分等增強作用，仍有少數學生會藉機會聊天或玩鬧。學生課堂行為的改變方面，能促使學生懂得聆聽、尊重及合作的重要性，而且大多數學生主動探討問題的意願也獲得提升。

The researcher in the current study developed a set of Chinese reading comprehension lessons and integrated them into cooperative learning, with the aim to enhancing students’ learning willingness of Mandarin Chinese Area in second grade at a primary school. Group-based cooperative learning conditions and focused students’ learning conditions were analyzed. The data were collected through action research and data analysis. The conclusions were divided into two parts. Students disagreed on grouping. Although reinforcement was utilized, some students still found ways to chat and play around. The second part elaborated on students’ learning changes. With regard to interpersonal relationship, students better understood the importance of attentive listening, respect and cooperation. Willingness to actively probing into questions was enhanced among most of the students.