學生在念書時經常會遇到的狀況是，那就是他們不知道自己到底念了什麼。這種情況經常發生在念科學領域的文章上。會發生這種狀況的原因是他們沒有使用高階的閱讀策略來幫助他們深入理解。為了幫助學生提昇閱讀成效，因此有許多閱讀策略被用來幫助學生閱讀，例如SQ3R, PQ4R, FAIRER, SQ10R,和SQ6R，SQ3R最古老也是最常見的閱讀策略，我們觀察7位學生在紙本書上使用SQ3R的情形並且有一些發現，1、學生在紙本書上使用SQ3R產生了不容易整合筆記的問題。2、學生在沒有人引導下無法順利使用SQ3R的問題並且因為時間分配不佳導致無法順利完成SQ3R的閱讀流程，造成閱讀的效果不佳的問題。在這篇研究想要透過數位技術幫助學生克服使用SQ3R的困難。結果顯示，引導學生照著SQ3R的流程閱讀是有效的，學生的閱讀成效是提升的，在時間管理的部分，學生能夠在時間內完成SQ3R的流程，但是閱讀成效並沒有提升，我們在未來的研究欲透過改變時間管理的形式，幫助學生提昇學習成效。

A common problem generally faced by students is that they do not know what they read in the book. This situation especially happens in comprehending science texts. This could be because they do not use high-level read strategies to help them comprehend deeply. There had been a lot of reading strategies used to help students to read such as SQ3R, PQ4R, FAIRER, SQ10R, and SQ6R. SQ3R is the oldest and most commonly used reading strategies for helping people read. We observed seven master students using SQ3R to read book and got some findings: First, when students read physical book with SQ3R reading strategy, they had difficulty to integrate their note. Second, students cannot success to use SQ3R reading strategy with no one cloud guide them to read, and they cannot completed the SQ3R process smoothly with bad time management。In this paper, we tried to solve these problems to help students cross these gaps by using the SQ3R strategy and therefore promote their learning performance. The result showed that, it is effective to guide students read with SQ3R, their reading performance are raised. The time management can help students to complete SQ3R process within time but cannot improve the reading performance. In the future, we will change the style of time management to promote students learning performance.

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