有鑒於落實學童運用閱讀理解策略的能力，研究者以社會領域台灣歷史文本為教材，搭配摘要策略來發展課程，以了解摘要策略於社會領域文本閱讀對國小五年級學童閱讀理解及社會領域學業成就之影響，與實驗組學生參與摘要策略之學習反應。 本研究對象為台中市智慧國小五年級學童，實驗組學生共31 人，控制組學生共30 人，實驗組學生參與九週摘要策略融入社會領域文本閱讀教學活動。本研究以「國小學童中文閱讀理解測驗」、「社會領域學業成就測驗」、「學習反應調查表」及「摘要學習單」為研究工具。 本研究主要發現如下： ㄧ、雖然實驗組與控制組學生及實驗組本身在閱讀理解能力「前後測」成績皆無顯著差異，但實驗組與控制組學生之摘要能力「後測」成績及實驗組學生之摘要能力「前後測」成績均達顯著差異，顯示實驗組班級實施摘要策略活動對提升學生摘要能力有實際的成效。 二、實驗組與控制組學生在社會領域學業成就上的表現達顯著差異，顯示摘要策略融入社會領域文本教學，能幫助學生更了解社會領域課程的內容且能快速掌握課程重點，有效提高學生社會領域的學業成就表現。 三、實驗組學生對「摘要策略融入社會領域文本閱讀」的課程活動，不管在認知面、情意面及技能面皆抱持正面肯定的想法及態度，且分析學童習寫之摘要學習單後，得知摘要學習單有助於熟習摘要四步驟，進而達到閱讀理解的效果。 最後針對課程設計、教學策略與未來研究三方面提出建議，以提供教師增進運用摘要策略教學與後續研究之參考。

By designing a curriculum concentrating on Taiwan’s history textbooks as major teaching materials, pairing with summary strategy, the author intends to understand the effect of summary strategy of social texts reading has on 5th graders’ comprehension capability and academic achievement, and the satisfaction the experiment group has towards on the summary strategy learning. Adopting quasi-experiments of unequal pre- and post-test and targeting 5th graders of Zhi Hu Elementary School of Taichung City, among them 31 schoolchildren are in the experiment group, 30 in the control group, a 9-weeklong social domain instructing activity based on textbook reading is designed for the experiment group. Research instruments include “test on schoolchildren’s Chinese reading comprehension,” “test on schoolchildren’s social domain achievement,” “learning satisfaction scale,” and“summary single study”. Major findings are: A. There is no significant difference in the “pre- and post-test” results between the experiment and the control groups and among the experiment group itself. However the “post-test” result of both groups and the “pre- and post-test” result of the experiment group have reached significant difference, indicating a concrete effect is shown in upgrading schoolchildren’s summarizing capability. B. A significant difference is shown between both groups, indicating “summary strategy merging into social textbooks reading” curriculum do help schoolchildren in their understanding of the content and quick grasping of the main points, which further contribute to their academic achievement. C. The experiment group has a positive mentality and attitude towards “summary strategy merging into social textbooks reading” curriculum in three aspects: cognition, emotion, and skill. And a high reading comprehension effect is achieved by constant practice of “the four steps of summarizing sheet.” Based on the study result, suggestions on curriculum designing, teaching strategy and future study are made for schoolteachers in their reference to summary strategy and follow-up studies.