弱勢學生由於社經地位低落、經濟條件貧困，以及家庭因素等，易形成學習
機會及資源的不足，進而影響學習的成效及產生負向的心理狀態。過去相關研究
指出，低成就學生有自我概念低落、學習動機低落以及學習策略與技巧不佳的問
題;尤其對弱勢學生而言，除了社經地位低落，更可能因為文化差異，或是社會
對弱勢學生的標籤化讓學生對自己產生負向的自我概念，進而影響其學習動機及
學習成果。
另外，弱勢學生在文化刺激不足的情況下，認知發展狀態及程度可能不及非
弱勢學生，使得其胾訊息辨識及接收上產生瓶頸與困難，訊息也無法進一步處理
並達到理解的程度，造成學習成效低落。
由此看來，弱勢學生低成就的問題與其心理狀態及學習能力息息相關。為有
效改善弱勢學生的學習表現，必須對學生的心理與學習二方面同時著手，本研究
主要規劃、建構一個可以改善學生自我概念、學習動機及學習策略的方案，並分
別在淡水地區正德國中、淡水國小以學習策略方案進行先導研究。經過實際執行
後，對所規劃之方案提出檢討與修正意見，一併提供未來教師在輔導弱勢低成就
學生之參考。 Due to economiC and family factors, disadvantaged students often have
underachievement problems and negative psychological characteristics. Relevant
studies have indicated that underachieving students have low self-esteem, low
motivation, and poor leaning skills. Furthermore, the "disadvantaged" label reinforces
their negative self-concept and hampers their motivation.
In addition, a lack of cultural stimulation may impair the cognitive development
of disadvantaged students and result in low achievement.
The purpose of this study was to construct a program to improve the self-concept,
motivation, and learning strategies of disadvantaged students. Pilot studies were
conducted at a junior high school and an elementary school in the Tamsui area.
Suggestions for improving the program are also provided.
