朱子強調讀書致知，並建立由經而史的閱讀途徑，然而學界對於朱子讀書脈絡之研究，多側重於《四書》閱讀次序的意義探討，對於朱子閱讀《五經》的程序則未有深入分析。有鑒於此，本文歸納朱子閱讀《五經》之言論，建構朱子《五經》閱讀次序為：《詩》、《書》、《禮》、《易》、《春秋》。並由此分別探討朱子讀書三階段的義理定位及價值，指出閱讀《四書》為學者建構本心義理的基礎階段，閱讀《五經》則為義理再次迴圈之深化階段，讀史乃至其他書籍則為義理運用階段。藉由此三個階段，朱子分別完成了上學下達再付諸應用的過程。經由本文分析，對於朱子讀書體系如何透過閱讀經學以完整獲取聖賢義理，並落實於運用的程程，當可有更清楚掌握。

Chu Hsi emphasized that studying is the extension of knowledge and established a set of studying method to obtain righteousness principles. Most of current analyses towards Chu Hsi's studying method only focused on the establishment of interpreting theory or the discussions on the truth of the ”Four Books”. This thesis argues that the discussions toward the righteousness principles and the meanings that were shown in every stage of Chu Hsi's studying method are insufficient.This thesis divides Chu Hsi's studying method into three stages: 1) Stage of ”Four Books”-the establishment of righteousness principles,2) Stage of ”Five Classics”-the understanding of righteousness principles,3) Stage of other books from studying history-the implementation of righteousness principles.