近年來，受到廣泛重視的 PISA 閱讀素養評量，是由促進經濟發展為本質的 OECD 積極推動的，不無將人力資源的閱讀素養與知識經濟發展連結的動機。本 文從高達美哲學詮釋學析論詮釋者（閱讀者）提問請教文本以生產新知識的視 角，檢視 PISA 閱讀素養定義與評量架構是否建構了培養學生針對問題提問請教 文本，進行目的性導向閱讀的設計，答案是否定的。因此，本文以高達美哲學詮 釋學的視域融合為方法論，定位 PISA 閱讀素養定義與評量架構為問題視域，高 達美哲學詮釋學為回答視域，就問題視域擬定本研究的研究問題為，「閱讀素養 與生產新知識之間的關係為何？」提問請教高達美哲學詮釋學。經過詮釋學循環 的過程，達到整合 PISA 閱讀素養與高達美哲學詮釋學內涵的新視域，亦即本文 的結論，為「閱讀者提問請教文本」，做為本文結論－試論 PISA 閱讀素養架構 進階之道－的內涵，以符合對不同年齡層培育知識經濟時代人力資源閱讀素養的 需求。

Currently, the reading literacy assessment of PISA established by OECD has widely received concern. The essence of OECD guidelines for the development of economy can be summarized as motivation to promote reading literacy. This article is based on the theoretical framework of Georg-Hans Gadamer’s Philosophical Hermeneutics in which the purpose of reading texts is to produce new meanings of the texts for answering the reader’s questions. In this vein, reading is purpose-oriented to produce new knowledge, which is meaningful for the development of knowledge economy. When the PISA reading literacy framework is examined from the perspective of Philosophical Hermeneutics it has no such design, i.e. raising questions to consult texts. Therefore, the researcher raises a research question: “What is the relation between reading literacy and producing new knowledge?” to consult Philosophical Hermeneutics. The aim of this article is to make connection between reading literacy and knowledge economy. The methodology of this research is the fusion of horizons and the main method is hermeneutic circle. The conclusion as a new horizon is to separate different levels of conceptual frameworks of reading literacy for different ages by fusing the two horizons—PISA reading literacy framework and Philosophical Hermeneutics.