偏遠地區學校因為經費不足、教師流動率高、數位落差大等因素，成為了「國民教育的暗角」，而九年一貫的課程只由都會的角度來思考，也更加擴大了城鄉教育品質的差距。林生傳(1982)則以為社會階層化可能決定擔負教育經濟能力，影響家庭結構，價值觀念，語言類型及教育方式等，從而對教育成就發生影響。國中學測內容的設計及試題的命題方式，大都從都會學子的角度思考，沒有顧及偏遠地區學生學習的需要，也更加擴大了城鄉教育品質的差距，使得原本屈居條件有勢的偏遠地區學校教育表現，更為每下愈況，國中學測成績更呈現雙峰現象。

本文試從教育社會學的觀點分析影響偏遠地區國中學生學測成績的因素，將研究結果作為教學現場之教師或上級機關制定政策上或改善教學成效之依據。

Due to funds insuffciency， high teacher flow rate， information dropping variances， the remote district schools are become “adark angle of education." Furthermore， nine years consistent curriculum is produced from the view of the city life that expaned quality disparity between the city and the village. LinShengfu (1982) pointed out the social class is possibly involved of the education economic capacity,the effects of the family structure， the value idea， the language type and the education way which varied the educated achievement. The basic-test of junior middle schools is designed and proposed mostly pondered by scholars' angle that lacked of considering the needs of the remote districts students. Theworse， a dual-peak phenomenon appeared among junior middle schools.

From Educational Sociology prospects， this study analyzes the factors of junior middle schools students from remote districts in order to submit some findings which can be a help to future teaching or to improve policy process.