本文主要討論在國語文教學中，教師在教學中的角色，應該從課堂上的主講者，轉變為閱讀鷹架的搭建者或閱讀的引導者。除此之外，筆者並提供蒲松齡（勞山道士）一文的提問設計範例，從內容及形式兩個層面出發，在內容上依主題、人物、情節、場景分項說明；在形式上則聚焦在寫作技巧做梳理。希望能藉由學生在閱讀過程中對文本資訊的建構、整合與反省，及其預測、提出疑惑、確認證據、解答問題與反覆修正的歷程，深化閱讀理解或釐清疑惑，建立學生對閱讀的熱情與自信，並幫助他們成為更有效率的閱讀者及學習者。

This paper starts from the brief discussion of teachers' role during the process of students' reading. Besides assisting students ask questions before, during, and after their reading, a teacher should be more like a facilitator throughout students' reading process who offers scaffolding instructions. Furthermore, by providing discussion questions (theme, character, plot, scene, writing techniques) in teaching ＂Lao Shan Dao Shi,＂ I want to encourage students to use information from the text to prove or disprove their predictions, and develop/ alter their interpretations during the reading process. I close this paper with a reflection on how to motivate students and improve their class participations in the future.