本研究採用行動研究法，以台中市大大國小三年甲班為研究對象，進行為期九週共十八節課的運用提問策略融入品德教育閱讀教學課程，目的為探討運用提問策略融入品德教育閱讀教學的實施成效。研究者透過學習單、研究者省思札記、觀察記錄、訪談記錄、及家長對學童在「負責」、「尊重」、「關懷」行為進步的表現情形等資料，進行分析探討。歸納本研究結果得到以下結論：一、運用提問策略融入國小三年級品德教育閱讀教學後，國小三年級學童的閱讀理解能力有進步。二、運用提問策略融入國小三年級品德教育閱讀教學後，對國小三年級學童在品德、認知、情意與行為產生正向的改變。最後，依據本研究結論，對教學實施者及未來研究者提出幾點建議。

An action research method was adopted in this study, the 3rd graders of Dada Elementary School, Taichung City took part in the course for 9 weeks, total 18 lessons, the purpose was to explore the executed effect after being merged applying questioning strategy into the character education reading curriculum. The researcher analyzed in the basis of the learning sheet, researcher self-examination notes, survey report, interviewing record, and the students' parents reviewed the progressing performance of schoolchildren relating to their ＂responsibility＂, ＂respect＂, and ＂concern＂. The major findings of the study are as follows: 1. The 3rd graders of elementary school have made progress in reading comprehension after being merged applying questioning strategy into the character education reading curriculum. 2. The 3rd graders of elementary school got the positive change in their character, perception, emotion, and action after being merged applying questioning strategy into the character education reading curriculum. Finally, finding and conclusions of the study are proposed for teaching executants and follow-up researchers for reference.