本研究以我國2005年「促進國際閱讀素養研究」（Progress International Reading Literacy Study, PIRLS）預試的教師問卷與學生問卷為例，針對教師特定的閱讀教學活動、閱讀教學策略、及教師使用的各種閱讀教材或書籍種類進行分析，探討其與學生閱讀動機及閱讀行為的關係。針對各種閱讀教學，依據教師在教師問卷中回答的分數選出較常進行該種教學活動的高分組與較少進行該種教學活動的低分組，再對照高低分組教師任教的班級，逐題分析比較兩個極端組別教師任教班級學生的閱讀動機及閱讀行為是否有差異。分析結果顯示，經由教師直接教導或示範閱讀教學活動，與減少學生負面閱讀動機有直接的關係；讓學生不只是被動的接受者，而是該閱讀教學活動的實踐者，與增加學生的正面閱讀動機有直接的關係。閱讀教學策略的分析結果則顯示，進行詞彙教學或要求學生使用在閱讀歷程中屬於文意理解階段較低階的閱讀理解策略，如描述文章風格結構，與提升學生閱讀動機及行為有較大的關係；要求學生使用在閱讀歷程中屬於推論理解階段較高階的閱讀理解策略，如摘要、歸納推論、比較新舊閱讀材料等，與提升學生的閱讀動機及行為沒有顯著關係。閱讀教材或書籍種類的分析結果則顯示，教師進行閱讀教學使用作業簿或學習單、兒童的報紙或雜誌、其他科目教材等額外的資源，並沒有太大效果，但教師使用的材料必須符合學生的程度，並且必須要求學生閱讀，讓學生確實進行閱讀活動，才能真正對其閱讀動機及行為有幫助。此外，要求小學四年級學生閱讀的閱讀材料以故事體裁為佳，要求他們自行閱讀說明文體裁或其他較困難的書籍類型，與提升閱讀動機及行為並沒有顯著關係。 In this study, relations between reading instruction, reading motivation, and reading behavior of fourth-grade children were investigated based on the teachers’ and students’ questionnaires of Progress International Reading Literacy Study 2005. Activities of reading instruction, strategies of reading instruction, and types of reading materials that teachers used for reading instruction were examined. According to the response frequency in the questionnaire for teachers, extremely high and low groups were divided by each item. Reading motivation and reading behavior of the students that were taught by the teachers of these extreme groups were tested. The results suggested that activities of reading instruction guided or demonstrated directly by teachers were related to lower negative motivation of reading; while activities of reading instruction engaged by students were related to higher positive motivation of reading. The results of reading instruction strategies suggested that to improve reading motivation and reading behavior of students, text comprehension strategies of reading had larger effects; while inferential comprehension strategies of reading didn’t have significant relations. As for the types of reading materials that teachers used for reading instruction, the results suggested that the degree of difficulties of reading materials that teachers used had to depend on the abilities of students. Moreover, narrative types of reading materials were related to reading motivation and reading behavior of students.