跨領域訊息類多文本閱讀能力至關重要，不僅是學生能否逐級完成學業目標的關鍵，更是進入職場、融入社會乃至在未來世界生存的核心能力。而概念為本探究閱讀教學能促進多文本的概念連結及通則建構，因此本研究目的在進行跨領域訊息類多文本的概念為本探究閱讀教學實驗，並檢證成效。研究採準實驗不等組前後測設計，自變項為教學組別（實驗組、對照組），以前測為共變項，以跨領域訊息類多文本閱讀理解測驗得分為依變項，比較兩組學生學習成效的差異。以東部某國小五年級四班學生105人為對象，進行為期9周之四個單元教學實驗，比較進行跨領域訊息類之概念探究多文本閱讀教學的實驗組與進行一般多文本閱讀教學組的對照組學生，在閱讀理解上的表現。研究結果發現，跨領域訊息類多文本概念為本探究閱讀教學，在提取及統整訊息、建構概念及通則上初顯成效。概念為本探究多文本閱讀教學組在其中三個單元的建構概念及通則學習表現上，以及其中兩個單元的提取及統整訊息學習表現上，顯著優於一般多文本閱讀教學組。顯示透過探究討論與文本概念思考教學，能強化學生跨文本概念連結以及通則建構的跨領域訊息類多文本閱讀能力。

The ability to read interdisciplinary informational multiple texts is essential—not only as a key factor for students to achieve progressive academic goals, but also as a core competency for entering the workforce, integrating into society, and thriving in the future world. Concept-based inquiry reading instruction promotes conceptual connections and generalization construction across multiple texts. Therefore, this study conducted an instructional experiment on conceptual inquiry in interdisciplinary informational multiple-text reading to examine its effects. A quasi-experimental nonequivalent-group pretest–posttest design was adopted. The independent variable was instructional grouping (experimental vs. control), the pretest served as a covariate, and the dependent variable was students’ scores on interdisciplinary informational multiple-text reading comprehension test. The participants were 105 fifth-grade students from four classes in an elementary school in eastern Taiwan. A nine-week instructional experiment consisting of four units was conducted, comparing the reading comprehension performance between the experimental group, which received concept-based inquiry instruction in interdisciplinary informational multiple texts, and the control group, which received general multiple-text reading instruction. The results indicated that interdisciplinary informational conceptual inquiry-based instruction had positive effects in helping students extract and integrate information, as well as construct concepts and generalizations. The experimental group significantly outperformed the control group in constructing concepts and generalizations in three of the units, and in extracting and integrating information in two of the units. These findings suggest that through inquiry discussions and instruction focused on conceptual thinking across texts, students’ ability to build conceptual connections and construct generalizations in interdisciplinary informational multiple-text reading can be effectively strengthened.