Abstract: In this research , senior middle school students were examined respectively in 2 experiments, applying 2×2 between-group design. It aimed to investigate the influence that text signals have on different students of different types of problem posing when reading so as to verify the working mechanism of text signals. Conclusions were as follows. In the first experiment, after the addition of the variable with the name of types of problem posing the qualitative hypothesis of text signal was tenable while the quantitative hypothesis, which was very complex, was only tenable under certain circumstances. In the second experiment, the mechanism of the effect of text signals supported the strategy-switch hypothesis more.

摘要： 实验一、二采用2*2被试间设计，以高中生为被试，探讨不同提问类型的学生在有无文章标记的条件下对阅读信息保持的影响，并验证文章标记效应的作用机制。实验一结论：在引入提问类型变量后，文章标记的“质量性假设”成立，而“数量性假设”比较复杂，只有在特定的条件下才成立。实验二结论：文章标记效应的产生机制更加符合策略转换假说。

关键词: 提问类型, 文章标记, 结构训练, 高中生, types of problem posing, text signals, structure training, senior middle school student