本研究透過學生寫作表現的評量評估「九年一貫課程綱要」實施對國小學生語文學習的影響，分析可能的影響因素，探究此項課程政策實施成效的相關議題。本研究採用量化方法，以我國不同課程架構下92學年度與93學年度的國小六年級學生為調查對象，運用分層隨機抽樣方法選取樣本，分別進行寫作表現的施測，再統一評分，根據施測所獲得的資料進行統計分析和解釋，分析學生寫作表現與各項背景變項的關聯性，藉以探討相關的問題。本研究的結果發現：一、93學年度國小六年學生的寫作表現，較92學年度國小六年級學生的寫作表現為佳；二、縣市集群、學校規模、導師的學歷和教學年資、以及家長的社經地位等因素，會影響學生的寫作表現；三、無論新舊課程架構，家長社經地位和城鄉差異都持續影響學生的寫作表現，而在九年一貫課程架構上，學校規模、導師學歷和教學年資等因素，同時與課程架構影響學生的寫作表現。最後，本研究根據上述結論，提出相關的改革建議。

The aim of the study is to evaluate the implementation of Grades 1-9 curriculum guideline through the assessment of the six-grade students’ writing performance in Taiwan, And it, analyzes the related factors of its curriculum implementation, and discusses its impact on the Mandarin Chinese learning in Taiwan. The study uses the quantitative methods to investigate and compare the writing performance of six-grade student respondents of two groups instructed by the old and the new curriculum framework. The six-grade student respondents are selected by the stratified random sampling method. The writing test is conducted to the two group respondents separately in 2003 and in 2004. Then the study carries on the statistical analysis and explains the interaction of the writing performance with the different curriculum frameworks, and the background variables of the student respondents, and to discuss relevant issues. The results of study are as the following. First, the score of sixth graders instructed by the new curriculum shows higher than the old ones instructed by the old curriculum. Second, the background variables, including the school scale, the teachers’ academic credentials and their service seniority, and social economic status of the sixth graders, do influence the writing performance of sixth grade students. Third, whatever the new or old curriculum, the sixth grade students’ writing performance is still influenced by the variables of social economic status, city and region. But the writing performance of the sixth grade students educating under the new curriculum is also influenced simultaneously by the variables of the school scale, the teachers’ academic credentials and their service seniority of teaching under the new curriculum. Finally, it provides relevant suggestions for the policy of curriculum reform according to the above conclusions.