本研究旨在探討影響國中生國文科學習成效之因素,除外語科目外,國中階段的其他科目教材均以國語文編寫。學生的國語文水準將影響他們在各科的文字理解、認知和口語表達,因此,我們可以說,中文的聽、說、讀、寫能力是學習其他科目的基礎。分別闡述影響國中生國文學習成效的個人、社會、教師班級等因素,並探究哪些是正向的影響。 本研究使用質性研究之個案研究法,透過半結構式深度訪談蒐集資料,再來將資料以質性研究方法進行歸納與分析。接著,以三角檢證、研究參與者檢核及同儕評閱等方式確保本研究的信實度。本研究結果歸納如下: 一、具有閱讀策略並且懂得自我管理的學生在國文學習表現較為優異。 二、家長對於孩子的栽培與教育期望對於學生的國文學習非常重要。 三、教師兼有多元教學法與提高班上學習風氣對於學生的國文學習有正向影響。 最後,本研究依據上述結果提出相關建議,提供教育行政機關、國文教師、家長、學生以及後續研究者參考。 一、對教育行政機關之建議:推動國文學習扶助方案、學校圖書的多元化及普及化。 二、對國文教師之建議:採取多元化教學方式、鼓勵學生提問與互助、教導學生學習策略、改善教學內容。 三、對家長之建議:多花時間關懷孩子、多給予孩子不同的文化刺激。 四、對學生之建議:增加自己的閱讀量、多與同學進行討論與互動。 五、對後續研究之建議:擴增或改變研究對象、研究方法兼具質性與量化。
The purpose of this study is to examine the factors that affect the learning effectiveness of Chinese language for junior high school students. Students' proficiency in Mandarin affects their text comprehension, cognition, and oral expression in all subjects, so we can say that the ability to listen, speak, read, and write Chinese is the foundation for learning other subjects. We will discuss the individual, social, and teacher classroom factors that influence the effectiveness of Chinese language learning among middle school students, and explore which ones are positive. This study used a qualitative case study approach to collect data through semi-structured in-depth interviews, and then summarized and analyzed the data using qualitative research methods. Then, triangulation, participant review, and peer review were used to ensure the reliability of the study. The results of this study are summarized as follows. 1. Students who have reading strategies and know how to manage themselves perform better in Chinese language learning. 2. Parents' expectations of their children's upbringing and education are very important to students' learning of Chinese language. 3. The teacher's combination of diverse teaching methods and improved classroom learning culture has a positive impact on students' learning of Chinese language. Finally, based on the above findings, this study proposes relevant recommendations for the reference of educational administrations, Chinese language teachers, parents, students, and subsequent researchers. 1. Suggestions to the educational administration: Promote Chinese language learning support programs, diversification and popularization of school books. 2. Suggestions for Chinese language teachers: adopt diversified teaching methods, encourage students to ask questions and help each other, teach students learning strategies, and improve teaching contents. 3. Suggestions for parents: spend more time caring for your child, and provide your child with more cultural stimulation. 4. Suggestions for students: increase your reading and have more discussions and interactions with your classmates. 5. Suggestions for follow-up research: expand or change the study population, qualitative and quantitative research methods