因應臺灣新108課綱政策，閱讀素養已成為關注的焦點之一。本研究旨為探討在數位閱讀環境中使用不同的閱讀策略對國中生的閱讀動機、情緒理解與閱讀理解上之影響。本研究共有108名14至15歲的國中生被分配至三組：分別是獨自閱讀組、同儕共讀組和對話式共讀組，同儕共讀組為透過與同儕共同閱讀繪本產生社會互動；對話式共讀組則為在前者基礎上結合對話式閱讀策略的方式去引導學生討論，使學生不僅是詮釋角色間的對白和情緒表達，也能針對故事內容更加深入思考。研究結果發現，對話式共讀組在閱讀動機和情緒理解的顯著優於另外兩組，在閱讀理解方面，對話式共讀組和獨自閱讀組都顯著優於同儕共讀組，以及在第三層次(省思與評鑑)對話式共讀組有較佳的表現。因此得知，數位閱讀環境中，中學生階段的社會互動模式，透過對話式閱讀策略結合ORID焦點討論法的引導方式，不僅能讓學生深入理解故事和角色情緒，同時也能避免社會互動產生的負面影響，更可有效促進國中生的閱讀動機、情緒理解、閱讀理解能力。本研究提供教育工作者在數位環境中以不同的教學策略去培養學生閱讀素養之參考，並希望在閱讀素養的領域，能突破數位教學的限制與框架，提供教學者有更多的發揮空間。

In response to Taiwan's new 108 curriculum policy, literacy has become one of the focal points. This study aims to examine the effects of different reading strategies in a digital reading environment on junior high school students' reading motivation, emotion understanding, and reading comprehension. A total of 108 students aged 14 to 15 were assigned to three groups: the solo reading group, the peer collaborative reading group, and the dialogic collaborative reading group. The peer collaborative reading group engaged in social interactions through reading picture books with peers, while the dialogic collaborative reading group built on the former by integrating a dialogic reading strategy, guiding students in discussion. This allowed students to not only interpret the dialogue and emotion expressions between characters but also to think more deeply about the story content. The results showed that the dialogic collaborative reading group significantly outperformed the other two groups in terms of reading motivation and emotion understanding. In terms of reading comprehension, both the dialogic collaborative and solo reading groups significantly outperformed the peer collaborative reading group, with the dialogic group excelling at the third level (reflection and evaluation). Thus, it was found that in a digital reading environment, when the mode of social interaction for middle school students is combined with a dialogic reading strategy and guided by the ORID focused conversation method, it can not only deepen students' understanding of the story and character emotions but also mitigate the negative effects of social interaction. Furthermore, it effectively enhances junior high students' reading motivation, emotion understanding, and reading comprehension skills. This research provides educators with references for using various teaching strategies in a digital environment to cultivate students' literacy. It also expresses hope for breaking through the constraints and frameworks of digital instruction in the literacy domain, offering educators more room for innovation.

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