中心館藏網址 http://tulips.ntu.edu.tw/record=b2198371*cht

[ 摘要 ]
本研究的目的在探討原住民與非原住民學童及不同學校類別學童的國語文能力是否有差異，並找出影響學童國語文能力之重要因素。依據研究結果提出教學上的建議。
本研究以南投縣信義鄉十七所國民小學的五年級學童為研究對象，其中原住民304人，非原住民215人，共計519人。研究使用之工具為「南投縣信義鄉原住民教育學校國語科基本學力測驗」，並以SAS軟體進行統計資料分析。
本研究之主要發現如下：
一、原住民與非原住民學童在總分、注音、國字、字詞義、閱讀與作文等各方面的表現均有顯著差異。非原住民學童優於原住民學童，且原住民學童之變異大於非原住民學童。
二、仁類及勇類學校學童除了在作文的得分達.05顯著差異外，在總分、注音、國字、字詞義、閱讀等各方面的表現均沒有顯著差異。
三、原住民與否及學校類別之間，沒有顯著的交互作用存在。
四、影響原住民學童國語文能力的最主要因素為「寫字的能力」、「推理理解的能力」與「字詞理解的能力」。
五、影響非原住民學童國語文能力的最主要因素為「理解的能力」、「特定字彙的能力」與「應用的能力」。
六、依學童的國語文表現，可將十七所國小分為具有四個不同特質的群組，且各群組學校分別有不同的因素影響學童的國語文能力。

[ 英文摘要 ]
The main purpose of the study is to investigate the difference of Chinese reading and writing ability between aboriginal and non-aboriginal students and between students of difference school size. The subjects of the study were fifth grade aboriginal and non-aboriginal students of seventeen elementary schools in Hsin-I Hsiang, Nantou County. Total 519 subjects were asked to perform the group Chinese reading and writing ability test. The data were analyzed by t-test, two-way ANOVA, factor analysis and cluster analysis.
The main findings of the study are as follows：
1.Different Chinese reading and writing ability were found in aboriginal and non-aboriginal students. The non-aboriginal students performed better than aboriginal students. The aboriginal students had larger variance than non-aboriginal students.
2.No different were found in school size of Chinese reading and writing ability.
3.No interaction was found between race and school size.
4.The main factors of Chinese reading and writing ability for aboriginal were writing ability, reasoning ability, and lexical ability.
5.The main factors of Chinese reading and writing ability for non-aboriginal were understanding ability, specific lexical ability, and application ability.
6.The 17 schools were divided to four different clusters with different factors of the students’ Chinese reading and writing ability.
Finally, according to the results, further instructions and suggestions for future research were addressed.