本計畫為整合型計畫「中小學國語文學習階段字詞句型標準」的子計畫之一。複句的學習直接影響到學生的閱讀能力、教科書理解能力及寫作表達能力等。故在中小學學習階段中，複句的學習不僅是國語文核心素養培育的基礎，更攸關各學科的學習表現。在十二年國民基本教育課程綱要的國語文領域雖然明確規定，學生在第二學習階段必須學習基礎複句的意義及第三學習階段必須學習各種複句的意義。然而，考諸現實，課綱對於應該學習的複句數量、具體內容，乃至分級的指標，卻缺乏明確的規範。
　　本研究的目標為以語料庫為基礎，建立國語文各學習階段常用複句的科學性指標，建構符合國民中小學各學習階段的學生語言能力及實際需要複句句型之數量與內容。透過分析國民中小學第一到第四學習階段的國語教科書藉以了解複句的使用情形，建立複句句型表。並比較中小學課外讀物的複句句型使用情形，以了解教科書與課外讀物所使用的複句句型是否有明顯的落差。最後，再透過專家諮詢，依複句的需用性、常用性及難度調校複句的教學順序，提出國民中小學各學習階段所需的複句句型的分級標準。
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　　The essential goal of this project is to set up some clear criterion for the textbook editors, language teachers, and evaluators (or testing designers) to get the knowledge of the levels of learning difficulty in terms of composite sentences reflected in the textbooks. There is in the Curriculum Guidelines of 12-Year Basic Education a clear requirement for the integration of composite sentences and meaning in teaching and learning. However, no clear indicators as to which sentence patterns and how to decode the meanings of those composite sentences has ever been transparent thus far. It is therefore one of the aims to bridge the gap between what is required in the Guidelines and what is short of for the present textbooks. Apparent is the consequence of this project in that it would provide textbooks editors, teachers, and evaluators with concrete principles or references for what can be done with the composite sentences.