日本在「寬鬆教育」政策所導致的學生程度低落爭議後，多年來一直非常重視學生素質的國際評比結果。尤其是自2007年開始，為顧全義務教育的機會均等原則以及學生素質的提升，每年針對國內義務教育階段實施「全國學生素質與學習狀況調查」。根據2015年度「全國學生素質與學習狀況調查」之分析結果，可發現排名最後三名的都道府縣在近三年間有逐漸接近平均值的趨勢，顯見學生素質的「扶弱」政策已略有成效。故而，本研究運用了歷史研究法與文獻分析法，首先將回顧「全國學生素質與學習狀況調查」導入的歷史背景，並聚焦分析日本在學生素質的「扶弱」政策之內涵、發展與影響。繼而，透過地方政府實施的各種改善策略之案例探討，歸納出日本補救教學政策的特徵、課題與改革動向。最後，提出相關建議，以供國人參考。

After entering the 21st century, Japanese government has attached great importance to the results of international assessments regarding students’ achievements because of the huge controversy on low academic ability caused by policies of “Relaxed Education”. Since 2007, in order to ensure equal opportunity of compulsory education and enhance students’ academic abilities, the government began to implement the “National Assessment of Academic Ability” for sixth grade elementary students and third grade junior high students every year. According to the result of this assessment of 2015, the scores of the last three prefectures in the national ranking have rendered approaching the average during the past three years. It shows Japanese policies of remedial education on improving students’ achievements have been somewhat effective. Therefore, first of all, this study applies historical research and document analysis to review the historical background of introduction of the “National Assessment of Academic Ability”, and clarify the content and development of Japanese policies of remedial education on improving students’ achievement. Based on an analysis of case studies of local governments, this study summarized features, issues and reform movements of policies of remedial education in Japan.