教師進行差異化教學是目前相當重視的一環，然而，國內對於偏鄉地區學生學習經驗的研究卻是有限。學生本身擁有的文化資本，及其所獲得之教育資源有異，皆可能影響學生的學習結果，因此，本研究希望能針對其間的關聯予以分析。本研究採取質性取向，以中南部一所農村型的國中二年級學生為研究對象，藉由觀察、訪談以及文件分析等策略蒐集資料，蒐集農村地區國中學生的文化資本、學生的學習策略，以及學習成果。研究發現，農村地區的國中學生的文化資本，在學校場域裡顯得低少，面對學校的課程，學生時常感受到不易理解，較常會採取記憶背誦的學習策略；無法達到理解的學習內容，無益於延續到下一階段的學習，也不易累積成為學生的文化資本。

At present, differentiated instruction is highly valued; however, there is still few studies focus on the student curriculum interpretation in rural areas in Taiwan. The students themselves possess the cultural capital, and the diversity of the educational resources which they obtained could be key factories to the students’ learning outcomes. The research was carried out at secondary school located in the rural area of south middle Taiwan with qualitative approach. By means of observation, interview and document analysis, data was gathered from the class of second year in junior high school. The purposes are to understand the cultural capital of the rural junior high school students, and how it affects their curriculum interpretation, and their learning strategies. The study found that those students had poorer culture capital so that they had to recite and memorize for the curriculum. Only understanding the contents of learning, students can extend the further learning and accumulate culture capital.