國中學生、教師及家長普遍感覺當前國文課教授很多「修辭法」， 到底國中國文「修辭法」教學發生怎樣的改變？研究者期望透過對於 國中教育實施以來各課程標準/課程綱要的國文教科書之修辭內容進 行分析，以瞭解國中國文「修辭法」教學的改變趨勢。本文以內容分 析方式分析1968 年以迄2008 年7 次課程標準/課程綱要11 版本66 冊國文教科書。發現國文教科書修辭教學內容有由消極修辭轉向積極 修辭、「修辭格」類別數量有明顯增加、修辭教學窄化為修辭格教學 之趨勢。研究者建議應推動修辭教學之實徵研究，以建立修辭教學內 容與方法之可靠依據。

In the recent two decades, parents, students and teachers of junior- high-schools have a common sense that students are learning more and more Chinese rhetorical devices. However, there is no reliable information on the change in rhetoric teaching in junior-highs. Therefore, the researcher decided to analyze the rhetoric teaching content of Taiwan junior-high Chinese textbooks to understand the change of rhetoric teaching. A total number of 66 junior-high Chinese textbooks based on 7 official curriculum standards/ guidelines, published from 1968 to 2008, were analyzed. The result confirmed the general impression that there was a trend showing quantitative increase and qualitative change in rhetoric teaching content in junior-high textbooks. Compared to their parents, today junior-high students learn many more rhetorical devices, but less rhetoric on wording and sentence-making from their textbooks. The researcher suggested that empirical studies should be conducted to provide a solid knowledge base for rhetoric teaching and learning.