本研究主要目的有二：（一）探討合作學習模式進行摘要教學對高年級學生摘要能力的影響，以了解透過長期、明確的摘要步驟，以合作學習的模式搭鷹架，進行摘要策略教學的效果。（二）透過兩階段的摘要評量方式來評估學生在合作學習模式摘要教學後的表現。本研究以嘉義市某國小六年級兩班學生（實驗組31 位學生，控制組32 位學生）為對象，實驗組利用國語課實施為期一年的合作學習摘要策略教學，控制組則進行傳統的大意寫作教學。在教學結束後實施兩階段的摘要評量，結果發現：實驗組不僅在摘要立即效果顯著優於控制組，也在三週後延宕評量得到保留效果。此外，在摘要品質上，實驗組明顯優於控制組。

The purposes of this study were to (1) examine the effect of cooperative-learning summarization instruction for sixth graders in order to learn the influence of long-term, explicit instruction, and to (2) evaluate the students summarization ability by the two-stage summarization assessment. Two intact classes (3) students in the experimental group and 32 students in the control group) in an elementary school were recruited from Chiayi City. For the experimental group, students received one-year cooperative-learning summarization instruction, whereas for the control group, students received traditional literacy instruction. The results showed that students who received the summarization instruction outperformed those who received traditional instruction on the immediate and the delayed measure. In addition, the intervention effect was also found on the quality of students summarization.