長久以來，教科書在教學活動中一直扮演著重要角色，其品質優劣及
評鑑工作均值得教育人士重視。本研究旨在探討教科書評鑑規準建立及應
用過程的各種問題，並據以提出建議供有關單位或人員參考。 為完成
此目的，本研究首先進行相關文獻探討，其範圍包括︰一般教科書評鑑
規準的內涵及來源；建立教科書評鑑規準的策略、原則及方法；應用
教科書評鑑規準的策略、方式、注意事項及現況；國中美術課程、教學
、教科書等相關文獻。 其次，以國中美術科為例，並採得懷術方法進
行教科書評鑑規準之實徵建構，藉由蒐集不同背景專家學者的意見，一方
面建構「國中美術教科書評鑑規準」，另一方面則在了解教科書評鑑規準
建立過程之相關問題。得懷術小組成員包括：教育學者、教育行政專家、
美術教育學者、國中美術教師、民間開發業者、民間團體代表等，計十八
位。第一次問卷係根據文獻探討編製而成，問卷調查連續密集實施三次，
所有參與者均完成並寄回各次問卷。 再次，將實徵建構的評鑑規準在
「學校選用層次」進行試用，一方面驗証各項評鑑規準的可行性，另一方
面則藉以了解各項評鑑規準在學校選用層次的轉化情形。試用學校計有兩
所國民中學，兩校均由教務主任、美術教師、家長代表等組成「教科書選
用小組」，並針對三種不同版本之國中美術教科書進行評鑑及選用。試用
流程包括︰召開試用說明會；小組成員個別評鑑；小組共同評鑑；
召開試用檢討會等，試用過程尚稱順利。 經由上述研究過程，本研
究提出以下的結論及建議︰ 一、結論 １、一般教科書評鑑規準的
內涵雖有見仁見 智的主張，但卻有共同的脈絡可循。 ２、教科書評
鑑規準的建立，包括有效、可行、客觀、周延等四 大原則。 ３、教
科書評鑑規準常按評鑑目的、需要及情境彈性調整。 ４、採得懷術方
法建構教科書評鑑規準，有助於蒐集不同意見及 建立共識。 ５、實
徵建構之國中美術教科書評鑑規準，由試用過程及結果驗 証其具有相當
高的可行性。 ６、各學科教科書評鑑規準雖有許多共通之處，但可能
會隨學科 性質不同而互有差異。 二、建議 （一）研究結果利用
方面 １、按評鑑需要彈性調整評鑑規準的組織架構。 ２、評鑑者
要能充分溝通，並對規準意涵建立共識。 ３、慎選評鑑人員或提昇評
鑑者的相關知能。 ４、採質量並行之評鑑方式，並對各項規準作加權
處理。 ５、國家審定規準須儘量周延，也要對外公佈。 ６、成立
各校教科書選用委員會，訂定適合學校使用之評鑑 規準。 ７、建立
各學科教科書評鑑規準，須作適當的轉化。 （二）後續研究方面
１、擴大研究樣本以融聚更高共識。 ２、進行其它學科教科書評鑑規
準的研究。 ３、加強教科書各項評鑑規準理論依據的研究。 ４、
進行教師手冊、教學媒體之評鑑規準研究。 ５、進行教科書評鑑方案
的研究。

Textbook has played an important role in teaching activities
for a longtime. Its quality and evaluation are worthy to think
highly by all educators.This research aims to explore questions
in the process of establishing andapplying the evaluation
criteria and provides suggestions for the reference ofrelated
authorities and personnels. To reach this object, the
research first studied related literature. Thescope includes︰
the content and source of general textbook evaluationcriteria；
the strategies，principles，and methods in establishing；
thestrategies，ways，attentions，and contemporary situations in
applying；andrelated literature in curriculum，teaching，and
textbook of fine art course ofjunior high school. Second，by
using the fine art course of junior high school as an example，
the delphi technique was adopted to construct the details of the
textbookevaluation criteria. By collecting the opinions of
experts with differentbackgrounds ，the textbook evaluation
criteria of the course of fine art ofjunior high school were
established on one hand，and the relevant questionshappening in
the procedure of establishing the textbook evalu ation
criteriawere studied on the other hand. The delphi group was
composed of eighteenmembers of educators，experts of edu cation
administration，educators of fineart，teachers of fine art of
junior high school，the civilian developingbusinessmen，and the
representatives of civilian groups. The first questionnaire was
edited in accordance with the exploration of litera ture.
Thequestionnaire was polled consecutively and intensely three
times. Allparticipants completed and sent back all
questionnaires. Third，the really established evaluation
criteria were put to trial on thelevel of school selection. It
was done to test the feasibilities of allevaluation criteria and
to understand the transformation of the criteria on thelevel of
school selection. Two junior high schools were chosen for
trialpurpose. The two textbook selection groups of these schools
are made by thedeans of study，teachers of fine art，and the
parent representatives.Textbooks of fine art from three
different editions had been evaluated andselected. The process
of trial includes︰the convocation of explanationmeeting；
the evaluation from individual group member；the evaluation
fromthe whole group；the convocation of the meeting of trial
assessment. Theprocess is quite smooth. From the above
research processes，the following conclusions and
suggestionswere made︰Conclusions︰1.Though different opinions
were formed about the content of the textbook evaluation
criteria，there still be a general rule to follow.2.The
establishment of the textbook evaluation criteria should include
the four principles of effective，feasible，objective ，and
complete.3.The textbook evaluation criteria should have the
elasticity to be adjusted frequently in compliance with the
objectives， ne- cessities，and contemporary circumstance.4.The
adoption of delphi technique in establishing the textbook
evaluation criteria is helpful in accumulating different opi-
nions and forming consensus.5.The estabished evaluation
criteria of the textbook of the course of fine art of junior
high school，from the process and result of trial，were proved
to be highly feasible.6.The textbook evaluation criteria of
different subjects may have common places，but differences
still may exist owing to the differences of quality of
different subjects.Suggestions︰On the aspect of research
results application︰ 1.Flexibly adjust the struture frame of
the evaluation criteria to amply with the needs of evaluation.
2.Adequate mutual communication among the evaluators，and
establish a consensus of the intent of evaluation criteria.
3.Carefully select the evaluators and promote them the relevant
knowledge and ability. 4.The evaluation should be processed
in considering its quantity and quality； every criterion
should be weighted. 5.The national auditing criteria should be
set as complete aspossible；and should be publicly announced.
6.The school's textbook selection committee should be set up to
draw up suitable textbook evaluation criteria for each
school. 7.The established textbook evaluation criteria of every
subject should be suitably transformed. On the aspect of
research continuum︰ 1.To extend research samples to accumulate
more consensus. 2.To proceed the researches on the textbook
evaluation criteria of different subjects. 3.To strengthen
the researches of the theoretical foundationof textbook
evaluation criteria.4.To proceed the researches of evaluation
criteria of teacher guidance，and instructional media.
5.To proceed the research of textbook evaluation program.
Textbook has played an important role in teaching activities