Abstract This study is mainly aimed at the Primary 5 students who taught by the researcher, with designs a set of reading teaching tasks by using the Learning Together method in Cooperative Learning; aim to improve students' reading comprehension. This study was conducted from February, 2017 to May, 2017 by using the action research method. This action research was lasts for more than three months. The data collection methods were included classroom observation; teacher notes, reflection log, test and interview, followed by further analyze and interpret the collected data. There are four purposes of the study: 1. Use cooperative learning to improve students' reading effectiveness. 2. Implement cooperative learning and solve problems encountered in the teaching of Chinese reading comprehension. 3. With cooperative learning, note about the interaction effects between the students. 4. Introspection and cooperative learning and the growth of teachers in teaching. According to the research results, the researcher has the following four conclusions: 1. Students' reading comprehension scores after cooperative learning are higher than those before cooperative learning.The students' reading scores before and after cooperative learning were quantitatively analyzed. In the paired sample t-test statistical table, P=0.000<0.05, indicating that there is a significant difference in students' reading scores before and after cooperative learning. 2. Problems and solutions encountered by teachers in implementing cooperative learning: (1) Uneven work distribution among team members. After coordination, each member shall be responsible for cooperative learning in different roles; (2) Excluding students with poor grades, each student's learning ability and grades are different, and students with poor grades are likely to cause dissatisfaction of the rest of the group. (3) Students fill in too much information. In order to reduce the amount of writing in class, researchers modify different learning contents; (4) The questions on the learning list need to be considered, and the time for discussion is limited. The researchers should make continuous rounds in class and give group guidance when appropriate. (5) It is not easy for students to maintain order. In addition to constantly raising points, researchers also use the form of additional points and points deduction, hoping that the group can be self-disciplined, remind and supervise each other. 3. Teachers' ability of curriculum planning is improved, researchers get more professional growth and become more handy in teaching. 4. After the implementation of cooperative learning, students can improve their interpersonal relationship and group cooperation, learn to share and respect each other, learn from others and accept others.Cooperative learning improves students'learning confidence and enables them to take initiative. Keywords：Chinese lesson, cooperative learning, reading comprehension, action research

中文摘要 本研究主要針對研究者任教的五年級學生，利用合作學習中的共同學習方法，規劃一套閱讀教學的任務，藉此提升學生的閱讀理解能力。本研究採用行動研究法，研究時間自二零一七年二月起至二零一七年五月止。本行動研究計劃為期三個月，資料搜集方法包括課堂觀察、教師札記、反思日誌、閱讀測驗、訪談等，進一步分析、詮釋搜集的資料。研究的目的有四個： 一、運用合作學習，提高學生的閱讀成效； 二、實施合作學習，教師在進行中文閱讀理解教學時如何解決所遇到的問題； 三、瞭解合作學習後，同儕的互動影響； 四、省思合作學習，教師在教學上的成長。 根據研究結果，研究者獲得以下四個結論： 一、學生在接受合作學習後的閱讀理解成績高於在進行合作學習前的閱讀理解成績。將學生在實施合作學習前後的閱讀成績作量化分析，在成對樣本 T 檢定統計表中，得知P=0.000<0.05，表示學生的前後閱讀成績有顯著差異存在。 二、實施合作學習時，教師遇到的問題與解決方法： （一）組員的工作分配不均，經協調後，每人負責不同的角色進行合作學習； （二）排斥成績差的學生，每個學生的學習能力及成績不同，成績差的學生容 易引起小組其他人不滿，研究者利用課後訪談，讓學生易地而處，接納每個人； （三）學生填寫份量過多，為了減輕課堂書寫量，研究者修改不同的學習內容； （四）學習單的問題需思考，討論時間受限。在研究期間，研究者在課堂不停 巡視，適時給予小組指導； （五）學生秩序維持不易，研究者除了不斷提點後，還用了加分及扣分的形式，希望小組能自律，互相提醒並監督。 三、教師課程規劃能力提升，研究者得到更多的專業成長，在教學上更得心應 手。 四、實施合作學習後，學生在人際關係、小組合作等方面獲得提升，學生懂得 分享及互相尊重，博採眾長，接納異己。合作學習令學生的學習自信心提高， 令他們變得主動。 關鍵詞：中文；合作學習；閱讀理解；行動研究