自民國八十八年教育部開放高中教科書由原本的「一綱一本」變成「一綱多本」之後，台灣的高中老師均面臨挑選教科書的挑戰與考驗。由於之前老師們均是使用教育部審定、國立編譯館出版的教科書，所以老師們都沒有選書經驗。因此，老師及學生們對這教科書的選擇方式，值得進一步探究。
民國八十八年，教育部剛開放高中教科書時，市面上一共有十種英文教科書版本。然而，至民國九十一年，在大台北地區，僅餘六種版本的英文教科書被採用。本研究針對現行大台北地區的高中學校英文老師及學生們進行調查。旨在探討（一）舊的國編本高中英語教材與民國八十八年出版的高中英語新教材的比較，（二）各校選書委員會的組成成員，（三）各校的選書方式及選書流程，（四）各校教師及學生對新教材之六種教科書的滿意度調查，（五）各校換教科書的原因及其結果，及（六）老師們心目中理想的教科書。
本研究針對大台北地區的八十二所公私立高中英文老師與學生發出問卷，結果收到來自五十二所高中二百八十三位英文老師，以及來自三十九所高中一百三十九位學生的問卷回函。另外，本研究也深入訪談十一位高中英文老師，蒐集到老師們對國編本與新教材的比較，未來希望能參加的教科書研習類型，以及理想的教科書應具備的條件。
透過資料分析，我們得到以下的發現。第一，大部分老師均認為新教材整體而言優於舊教材。第二，各校選書委員會多由該校的英文老師組成。第三，利用評量表評鑑教科書的老師群中，近半數的老師是使用校內英語科召集人所提供的評量表。而沒使用評量表的學校，老師們多是看完樣書之後，便開會討論並票選。第四，每套教科書均有其特色。然而高中新教材與國中教科書的銜接不夠良好，是高中老師們對高中新教材較不滿意之處。第五，大部分學校換教科書的原因是因為教材不適合學生的程度。而且，根據老師們的說法，換了教科書之後並無太大的教材銜接方面的問題。第六，實際上，完美的教科書並不存在，只有適合與否的問題。
本研究結果顯示每套教科書均有其優缺。當老師們在下一次選擇教科書之前，要了解學生的需求，並配合溝通式教學法的趨勢，選擇出最適合自己學生的一套教科書。

This study is aimed at surveying the English textbook selection in senior high schools in the greater Taipei area. These English textbooks refer to the new sets of textbooks published by the commercial publishers rather than by the Ministry of Education after 1999. In 1999, there were ten sets of English textbooks published; however, when the researcher was doing this research at the end of 2001, only six sets of textbooks were used in the senior high schools in the greater Taipei area. Therefore, this research focuses on the six sets of new textbooks used in the greater Taipei area and surveys the teachers’ and the students’ perceptions of them.
This study focuses on the following six issues: (1) the comparison between the old MOE English textbooks and the new commercial English textbooks published after 1999, (2) the members involved in textbook selection in each school, (3) the patterns and procedures of textbook selection in each school, (4) teachers’ and students’ perceptions of the new textbooks, (5) the reasons for teachers’ changing textbooks and their consequences, and (6) the ideal textbook in the teachers’ minds.
In this research, the questionnaires about textbook selection were distributed to the English teachers and students in 82 senior high schools in the greater Taipei area in December, 2001. In January, 2002, 283 questionnaires were collected from the teachers in 52 schools and 135 were from the students in 39 schools. Most of these students were seniors in their schools, so they have used the new textbooks for more than two years. In addition to the questionnaires, an interview with the English teachers was also conducted in January 2002 to examine the reliability and credibility of the results of the questionnaires.
Through data analysis, the following findings were obtained. First, most teachers thought the new textbooks were superior to the old MOE textbooks. Second, the selection committee in each school was usually composed of the English teachers. But the students’ perceptions of the new textbooks were surveyed in advance before the teachers selected the textbooks. Third, more than half of the teachers used the evaluation checklists when they selected the textbooks. Half of them used the checklists provided solely by the coordinators in their schools to evaluate a textbook. Fourth, no textbooks could perfectly meet the demand of the teachers and the students. Each textbook has its merits and demerits. However, the most serious defect among most of these new textbooks was their improper transition with junior high school English materials. Fifth, the teachers changed their textbooks mostly because the textbooks were not suitable for the levels of their students. Last, there was indeed no perfect textbook existing. Teachers should make use of the advantages of any textbook chosen and tailor the content to their students’ needs.
Finally, suggestions and recommendations are also proposed for future textbook writers and researchers. It is hoped that those textbooks published after 2005 can rectify all the defects and drawbacks of the in-use textbooks and better meet the needs of the teachers and the students.

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