| Summary: | 碩士 === 明道大學 === 課程與教學研究所 === 105 === This research started with the problem of perceiving students' reading interests and abilities in the teaching field, and intended to guide the teaching of reading strategies through the integration of information, so that students can really enjoy and love to read and improve their reading abilities. The purpose of this research was to explore the teaching process and the teaching strategies adopted by the teachers in the teaching of reading through the integration of information and to explore the dilemmas and responses of teachers in the teaching process. Through self-reflection and refinement continuously, the researcher hoped to enhance her own professional competence. Participants were a class of 25 students in the fourth grade at LOVE elementary school(A pseudonym). The instruction lasted two periods per week for 16 weeks. During the research period, the action research method was used to carry out three-stage recurrent thinking teaching for the subjects. The data collected by the researcher are mainly students’ learning materials and the researcher’s notes. At the same time, the researcher collected the data of teaching videos, observation records and interviews, and analyzed these qualitative data. The researcher obtained the following results：
1. The teaching process is divided into three periods, and each period includes basic knowledge and operation, reading discussion and actual output.
2. In view of the connotation of the Internet reading platform, the teaching process from shallow to deep, from reading, to critical thinking, and finally complete the story creation.
3. The teaching strategies of integrating information teachnology into reading teaching include information integration teaching strategy, cooperative incentive teaching strategy and deep reading teaching strategy.
4. Researchers’ reflections , researchers and classroom observers of the exchange solve most of the difficulties while teaching of each period is implemented.
5. After teaching of last period , reflect teaching strategies and then put into the next period, the implementation of the cycle enriched the teaching results
6. Through the teaching process of this research action, researchers have improved teaching and reflecting abilities to achieve professional growth.
Base on the above conclusions, the researcher made recommendations as references for the applications of teachers’s teaching and future research.
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