摘 要 本研究係配合PISA於2006年在台灣實施大規模實測之時，利用台灣PISA團隊 翻譯完成的測驗材料及問卷，以相同的時程與作業流程，隨機抽取60所高中、高 職，每校高一、高二學生各20名，總共2,400名（有效樣本2,339名），以檢驗九年 一貫課程的實施成效。測驗的結果顯示，九年一貫與非九年一貫課程之受教學生， 在科學素養、數學素養和閱讀素養方面皆無顯著差異；換言之，參與本研究的學生 之中，接受「九年一貫課程」的高一（10年級）學生，其平均受教育的時間，雖然 比「非九年一貫課程」的高二（11年級）學生短少一年，但高一學生在科學、數學 和閱讀素養的表現卻與高二學生相當。可見，實施九年一貫課程以來，各界認為可 能導致學生學習成效下降的疑慮，並未反映在受測學生的測驗成績上。至於學校類 別方面，無論是科學、數學或閱讀素養方面，高中學生的表現皆顯著優於高職學 生。然而，PISA測驗題目的設計，是以評量學生「是否具備成為現代社會公民的 基本能力與素養」為架構，因此，高中與高職學生雖於教育體制中分流，但在社會 公民的「基本素養」上，二者應該是「均等」的。這樣的發現，意謂著未來如何讓 我國高職生的科學、數學及閱讀素養與高中生差距逐漸縮小，的確是我們需要進一 步思考並解決的重要課題。

Abstract In conjunction with a large-scale PISA in Taiwan in 2006, this study utilized the Taiwan PISA team’s translated test materials and questionnaires and used the same procedures to test 2,400 students (2,339 test samples are valid), comprised of 20 10thgrade students and 20 11th-grade students of each school from randomly selected 60 high and vocational schools out of 150 schools tested in the first year, to assess the impact of the Grade 1-9 Integrated Coordinated Curriculum. The test results indicate no significant difference in science, mathematics, and reading between students who studied under the Grade 1-9 Integrated Coordinated Curriculum and those who didn’t. Among tested students, the average education period of 10th grade students (under the Grade 1-9 Integrated Coordinated Curriculum) is one year shorter than that of 11th-grade students (not under the Grade 1-9 Integrated Coordinated Curriculum), but the test results were almost identical in science, mathematics, and reading between these two groups. The testresults demonstrate that concerns that the Grade 1-9 Integrated Coordinated Curriculum would lower students’ educational ability are groundless. Based on types of schools, the test results of high school students are much better than those of vocational school students in science, mathematics, and reading. However, the tests are designed by PISA in the context of evaluating students’ modern citizenship ability and quality. In this sense, the citizenship ability and quality are similar between these two different types of schools, even though there are differences in professional abilities and special subject achievement, and this leads to the design of educational tracking for the educational system. This demonstrates that the educational equity between these two groups needs to be improved. The question of how to narrow the gap in achievement between high school students and vocational students is an important issue which will require consideration and resolution.