本研究在關於「閱讀」或是「讀解」教育先行研究數量稀少的現況下，針對臺灣日語高等教育機構「閱讀」教育實際情況進行調查，並分析其結果。首先就任教綜合大學日本語文學系72位教師為對象，採用問卷調查中的留置調查方式。研究内容為以下4點，調查項目從項目1）到項目9）的9項分別有其細項分類。A、教師閱讀策略之調查：調查1）、2）、3）、4）、5）B、教師班級經營之調查：調查6）、7）C、閱讀指導困難點之調查：調查8）D、教師角色認知之調查：調查9）本調查報告針對A項「教師閱讀策略調查」中之調查1）「閱讀」教育的重要性的認知調查、調查2）關於重要性的認知策略調查、調查3）日語教師授課時所採用之閱讀策略調查內容進行分析。至於其他調查內容將於現況研究（2）報告。

Against the backdrop of scanty literature on the topic of "reading" or "reading comprehension" in the Japanese language, this survey research studies the current situation of "reading" pedagogy in higher education institutions of the Japanese language in Taiwan. Seventy-two instructors teaching in the department of Japanese of a university participated in the research using the leaving method. The entire research consists of nine sub-surveys in total, which can be further regrouped in the following four categories representing the central issues of interest: A. Reading strategies: sub-surveys 1, 2, 3, 4 and 5B. Class management strategies: sub-surveys 6 and 7C. Difficulties in providing guidance in reading: sub-survey 8D. Awareness of teacher's role: sub-survey 9The current article reports on results of sub-survey 1 "Awareness of the importance of "reading" pedagogy," sub-survey 2 "Strategies to raise the awareness of importance," and sub-survey 3 "Reading strategies imparted by instructors," all of which pertaining to Issue A "reading strategies." The rest seven sub-surveys will be presented in survey research (2).