為落實社會公平正義與教育機會均等，我國自1996年起實施「教育優先區計 畫」，近20年來挹注超過200億元經費提升處境不利學生之教育成就，然國內、外 學力測驗皆顯示我國城鄉學生學習落差有逐漸擴大的趨勢，且學生學業成就深受 家庭社經文化背景影響。本研究分析我國城鄉學生學習成就落差的現況與成因， 並提出整合建議，以供政府規劃縮減城鄉學生學習落差方案的參考：首先，建議 政府透過「區整體規劃並提供多年經費」、「學校專注基本學力提升」及「學校 家長社區夥伴協力」等三項措施，協助學校進行有效教學，共同解決受社經背景 決定的學習失敗問題。其次，透過學校績效獎金方案，吸引及留任優秀校長與教 師，激勵教師以團隊合作方式改善學習歷程，以提升弱勢學生學習成就。第三， 優先針對偏鄉及弱勢學生提供3歲開始的免費學前教育，以降低入學前的學習準 備度落差。最後，建議公共部門政策相互支援，提供弱勢學生安心就學的必要條 件，發揮社會平衡器的功能。

Taiwan has implemented the Education Priority Area Program since 1996 to promote social justice and equality of opportunity. However, according to the results from PISA, TIMSS, PILRS, and the Basic Competence Test, the achievement gap has widened between urban and rural students over time. This article describes the performance variations in Taiwan and explores relevant factors. This article also addresses these influencing factors by framing a set of four integrated programs as follows: First, because schools are unable to fight against achievement failure determined by social economic status, it is recommended that schools and the community jointly form a supporting network through the development of an areabased improvement plan with multiyear subsidies to enhance effective instruction and collaboration with parents, as well as the local community. Second, a schoolbased performance award program should be implemented to motivate teachers and principals to enhance student performance by making concerted efforts and modifying instructional approaches. Third, all 3-year-old children living in remote areas or those from disadvantaged families must be provided with free and high-quality preschool education in order to close the readiness gap. Finally, successful change and high education performance often require improvements in social welfare and economic sectors; it is therefore essential that public sectors support each other to create social capital and mutual trust to increase the effi ciency of education systems and sustain the great equalizer of the conditions.