國民小學社會科教科書評鑑規準及權重之建構
摘要
國小教科書開放的範圍，雖牽涉編輯、審定、選用、核價及法令等項工作，但首重的是審查評鑑的業務，而審查的業務中，又以審查評鑑規準的建立最為重要。是以，本研究旨在探討、建立一套完整的國民小學社會科教科書評鑑規準及權重，並提出建議以作為相關單位改進教科書審查評鑑的參考。
為完成本研究目的，在研究設計上，一、利用文獻探討法，探討教科書評鑑的性質、意義起源及各國教科書編輯制度；二、利用理論分析法，探討教科書評鑑規準的建立原則、程序、策略、內涵分析、計分方式、及權重與分類；三、利用Delphi法，實際徵詢專家對社會科教科書評鑑規準的看法，以建立可用的評鑑規準；四、利用AHP法，探討建立國小社會科教科書可用評鑑規準的權重。
本研究德懷術（Delphi）徵詢之專家，包括大學相關學者、國小社會科教科書各版本研究發展編輯人員、國小社會科教科書審查評鑑人員、國小社會科教科書選用教育人員、國小社會科教科書相關教育行政人員等五類三十名。問卷所得資料，分別以平均數、眾數、次數、CHISQ考驗及分析層級程序法（AHP）進行分析，研究結果提出以下結論：
一、 教科書評鑑的性質可分從強調的重點、參照對象、辦理的主體、內容的屬性、實施的歷程、指引的依據、架構的性質、分析的資料、適用範圍、重要程度、進行方式與內外效度等面向來加以區分。
二、 教科書的評鑑規準係建立在基本研究成果之上，至其建立的依據，可分從教科書內容所涉範圍，或教育本身層面，或學生學習立場來探討。
三、 建立教科書評鑑規準時，應注意結構、內容與運作三個層面，並按發展規準目標、依據目標建立規準、界定規準內涵、修正評鑑規準四個步驟來進行。
四、 完整的教科書評鑑系統，應包括計分量尺、計分符號、權重比例及解釋處理等四個層面；並按評鑑者所強調的不同重點進行評鑑。
五、 分析層級程序法（AHP）在多準則權重中，是對決策使用者使用信心較高，並具易行性的一種方法。尤其其可結合Delphi、Fuzzy成為DHP、FAHP 的研究方法；或修正比較次數成為SAHP；修正評分問題成為 MAHP的研究方法，修正其九等第成對比較成為五等第的成對比較方式，在教科書評鑑準權重的建立方面，是非常重要的研究方法之一。
六、 國民小學社會科教科書，可分從五個一級規準，二十一個二級規準，六十四個三級規準進行評鑑。
七、 在國民小學社會科五個一級評鑑規準中，以教科書的內容（佔33.7﹪）最為重要，其次為教科書教學設計（佔26.9﹪），再次為教科書的社會考量（佔16.1﹪），再其次為教科書的可讀性（佔14.8﹪），最後則為圖文設計及印刷（佔9.0﹪）。
八、 在內容層面評鑑規準中，以『目標』最為重要，其次為『選材』，再其次為『組織』，最後為『呈現』，分別為『目標』佔38.3﹪；『選材』佔22.5﹪；『組織』佔20.7﹪；『呈現』佔18.5﹪。
九、 在教學設計層面評鑑規準中，其相對權重分配，分別為『使用者適合度』佔36.0﹪；『教學設計』佔30.9﹪；『學習評量』佔19.5﹪；『學習資源』佔13.6﹪。
十、 在圖文設計及印刷層面評鑑規準中，其相對權重分配，分別為『舉例插圖』佔46.1﹪；『版面』佔28.9﹪；『紙張及印刷』佔15.4﹪；『裝訂』佔9.6
十一、 在可讀性層面評鑑規準中，其相對權重分配，分別為『表達』佔44.1﹪；『字彙』佔28.2﹪；『文句』佔27.6﹪。
十二、 在社會考量層面評鑑規準中，其相對權重分配，分別為『文化角度』佔25.1﹪；『爭議事件處理』佔16.0﹪；『弱勢團體關懷』佔15.6﹪；『信念價值參照』佔15.6﹪；『社經參照』佔14.3﹪；『性別角色』佔13.5﹪。
此外，本研究特依研究發現，研提一套國民小學社會科教科書評鑑檢核表，並針對實務應用及後續相關研究方面，各分別提出七項建議，以供相關行政單位、人員參考。

The Construction of Evaluation Criteria and Weights for Social Study Textbook in Elementary Schools
Abstract
Textbook liberation in elementary schools is involved in edition, audit, evaluation, selection, prices setting and regulations while evaluation is the first crucial consideration. Among businesses related to the textbook audit, the construction of evaluation criteria is the most important one. The research aims at exploring and constructing a complete set of evaluation criteria and weights for social study textbook in elementary schools and providing suggestions for the reference of related authorities and personnel to improve the evaluation of textbook audit.
To reach the purposes of the research, the research are designed as follows:
1. adopting literature exploration to approach the textbook compilation system of other countries and the properties, meanings and origins of textbook evaluation
2. exploring the construction principles, procedures, strategies, content analysis, scoring, weights and classification of textbook evaluation criteria by using theory analysis
3. employing Delphi to establish practicable evaluation criteria by consulting experts about the evaluation criteria for social study textbook
4. using AHP to explore the weights of evaluation criteria for social study textbook in elementary school
The consulting experts consist of 30 members from university educators of related domains, R&D editors of various versions for social study textbook in elementary schools, representatives from fields of audit & evaluation, selection education and educational administration for social study textbook in elementary schools. The outcomes of questionnaires are analyzed by average, multitude, frequency, CHISQ test and AHP respectively. The conclusion manifests as follows:
1. The properties of textbook evaluation can be classified as emphasis points, reference object, subject matter, content attribution, implementation process, guiding basis, skeleton quality, analysis material, range of application, degree of significance, proceeding manner, internal and external validity.
2. The textbook evaluation criteria are constructed upon the outcome of fundamental research, while their basis of establishment can be examined from the scope of textbook content, education domain and learning state of students.
3. The construction of textbook evaluation criteria should contain three aspects: the structure, content and implementation and proceed with four steps: developing criteria object, constructing criteria, defining criteria, revising criteria.
4. A complete textbook evaluation system should include scoring measure, scoring symbol, weight proportion and outcome explanation. Besides, the evaluation is exercised according to the key issues emphasized by evaluators.
5. Among multi-principle decisions, AHP is a better choice for it enhances the confidence of decision-makers and it can be executed easily. Above all, it can combine Delphi and Fuzzy into research methods of DHP and FAHP. It can modify comparison frequency into SAHP, revise scoring questions into MAHP or correct nine-ranking pair comparison into five-ranking pair comparison. It is one of the important research methods in constructing weight of textbook evaluation criteria.
6. The social study textbook in elementary schools can be evaluated by 5 first- grade criteria, 21 second-grade criteria and 64 third-grade criteria.
7. Among the 5 first-grade evaluation criteria of social study textbook in elementary school, the weight for each item is: content (33.7%), teaching design (26.9%), social consideration (16.1%), readability (14.8%) and graphic & arts and printing (9.0%).
8. The indicators of “content” evaluation criteria weight as: object (38.3%), material selection (22.5%), organization (20.7%) and format (18.5%).
9. The indicators of “teaching design” evaluation criteria weight as: application of users (36.0%), teaching design (30.9%), learning evaluation (19.5%) and learning resource (13.6%).
10. The indicators of “graphic & arts and printing” evaluation criteria weight
as: illustration (46.1%), layout (28.9%), paper and printing (15.4%) and
binding (9.6%).
11. The indicators of “readability” evaluation criteria weight as: expression (44.1%), vocabulary (28.2%) and sentence (27.6%).
12. The indicators of “social consideration” evaluation criteria weight as: culture aspect (25.1%), debate issue (16.0%), minority group caring (15.6%), faith and value reference (15.6%), social and economic reference (14.3%) and sex role (13.5%)
In addition, the research makes up one set of evaluation checking lists for social study textbook in elementary schools according to research findings. Also, the research provides administration authorities and personnel in related fields with seven items of suggestions for the reference of practical application and direction of further research.

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黃政傑、李隆盛、呂建政、張芬芬、張煌熙、曾火城、張祝芬、張嘉育（民83）。國民中小學審定制度與審查標準之研究，國立台灣師範大學教育研究中心專題研究報告。
黃政傑、李隆盛、張芬芬、楊龍立、張嘉育（民84）。國民小學教科書審查標準之研究，國立台灣師範大學教育研究中心專題研究報告。
黃政傑等（民86）。教育指標系統整合型研究之規畫。行政院國科會專題研究。
黃振球（民78）。 學校如何遴選教科書 收錄於中華民國比較教育學會主編：各國教科書比較研究。台北：台灣書店 。
黃鴻文（民78）。教科書的成見。現代教育 四（1）55-71
黃瓊瑱（民85）。我國國小自然科學教科書之分析研究。屏東師範學院國民教育研究所碩士論文。
楊國揚（民84）。國民小學教科書審查作業之探討與改進方向 國立編譯館通訊 八卷四期 21-22。
楊惠琴（民87）。美國中小學學業記分政策的探究。教育研究資訊雙月刊。26-45。
楊龍立等（民88）。國民小學自然科評鑑報告。載於中華民國課程與教學學會專題研究成果報告。
葉牧青（民78）。AHP層級結構設定問題之探討 交通大學管科所碩士論文
葉重新（民81）。心理測驗。三民書局。
董基宏（民82）。國小高年級教科書橫排之字體、大小、字距及行距設計之研究。文化大學造紙印刷所碩士論文。
詹志禹（民84）。教科書開放政策的挑戰與因應 。 國立編譯館通訊 八卷四期 15-20
雷國鼎（民77）。 教育學 台北：五南 544。
廖泉文（1990）。高等教育系統工程。福建：廈門大學出版社。
廖貴鋒等（民88）。國民小學體育科評鑑報告。載於中華民國課程與教學學會專題研究成果報告。
劉得勝（民72）。小學社會科課程結構與內涵之研究。台灣師大教育研究所碩士論文。
歐用生 （民83）。如何選擇教科書？談教科書的評鑑與選擇。康橋教研學會13,29-33.。
歐用生（民76）。課程與教學。台北：文景。
歐用生（民80）。國民小學社會科教學研究。台北：師大書苑。
歐用生（民82）。加強教科書的評鑑和選擇 研習資訊 10：5,1-4.。
歐用生（民84）。落實教科書審定制度 國立編譯館通訊 八卷四期 11-14。
歐用生（民85a）。教科書開放讓我喜歡讓我愛 師說 100,59-61.。
歐用生（民85b）。寄望於教科書標準的建立 師友 352,42-45.。
歐用生（民86a）教科書的評鑑標準與應用 國民教育 37：5,2-7.。
歐用生（民86b）。教科書事件評議 國民教育 37：3,3-10.。
歐用生（民86c）。迎接中學教科書的開放 師友 363,42-46.。
歐用生（民86d）。教科書與教育思潮 國民教育學術演講集 1,89-109.。
歐用生、黃政傑等（民86）。國小審定本教科書評鑑報告，中華民國課程與教學學會專題研究報告。第一、二冊。
歐用生、黃政傑等（民87）。國小審定本教科書評鑑報告，中華民國課程與教學學會專題研究報告。第三、四冊。
歐用生、黃政傑等（民88）。國小審定本教科書評鑑報告，中華民國課程與教學學會專題研究報告。第五、六冊。
歐用生等（民85a）。國民小學藝能科教科書評鑑研究。中華民國教材研究發展學會委託國立台北師範學院辦理。台北：中華民國教材研究發展學會。
歐滄和、李茂能（民81）。社會科學研究法辭典。高雄：復文。
鄧振源、曾國雄（民78）。層級分析法（AHP）的內涵特性與應用（下） 中國統計學報 27 卷7期 78.07 。
鄧振源、曾國雄（民78）。層級分析法（AHP）的內涵特性與應用（上） 中國統計學報 27 卷6期 78.06. 。
賴光貞（民85）。教科書選用評準權重的決定：分析層級程序法的應用。研習資訊，13卷4期 12-20。
賴光貞（民86）。國民小學社會科教科書選用評鑑規準。台灣省政府教育廳台灣書店八十六年度研究發展專案報告（三）。
賴春金（民86）。香港中小學教科書的審查程序 國立編譯館通訊 10卷4 期。
賴錦璋（民77）。多目標規劃-AHP加權法之研究 清華大學工業工程研究所碩士論文。
謝文全（民67）。得懷術在教育研究上的應用。今日教育，34，35-38。
謝文全（民86）。教育行政-理論與實務。台北：文景。
謝金青（民86）。國民小學學校效能評鑑指標與權重體系之建構。政治大學教育研究所博士論文。
謝玲芬（民78）。多目標評估技術之探討及其在組織績效評估之運用。清華大學工業工程研究所碩士論文。
謝潮儀（民72）。Delphi專家學者問卷法之應用--以台北都會區為例。法商學報 18期 109-132.。
魏鏞（民71）。社會科學的性質及發展趨勢。 引自王雲五主編 雲五社會科學大辭典。台灣商務印書館。
羅瑞珍（民80）。國中數學教科書內在分析與內在評鑑之研究。彰師大科教研究所碩士論文。
嚴翼長（民78）。西德課程與教科書：一般概念與其編撰原理 收錄於中華民國比較教育學會主編：各國教科書比較研究。台北：台灣書店。
蘇錦麗（民85）。大學學門評鑑試辦計畫成效評估之研究。台北：師大書苑。
錢惠枝（民84）。台灣地區綜合證券商成長策略與購併模式之研究。政大碩士論文。
日文部分：
文部省（1989）。小學指導書-社會篇。東京：學校圖書株式會社。引自洪若烈（民85）國小社會科課程發展趨勢。載於85.5.18台北市立師範學院辦理國小四科課程改革與實施研討會論文集,92。
文部省（平成6）。教科用圖書檢定規則。平成元年4月4日文部省令第20號制訂，平成6年3月22日，文部省令第3號改正。
文部省（平成6）。教科書檢定Q＆A：檢定 報道 話題 事例。
文部省（平成8）。教科書檢定 概要。文部省出等中等教育局。
左藤高明（1987）。教科書檢定 現場 。東京：早稻田。
家永三郎（昭和44）。教科書檢定--教育 行政。東京：日本評論社。
教科書研究 （1984）。教科書 教育課程 際比較。 I：總論篇。
教科書研究 （平成3）。日本 教科書。9-20。
教科書研究 （平成8）。教科書 公開 。（平成3年3月28日初教字地20號），載於教科書作成 123-124。
原科飯倉（1981）。見吳文龍（民79）環境影響評估權重方法之研究發展 淡江大學水資源及環境工程研究所碩士論文。
新井章（1988）。教科書訴訟20年 面 課題。載於日本教育法學會：教育基本法40年 現 課題。149-150
戰後日本教育史料集成編輯委員會（1983）。教科書檢定制度 足。載於戰後日本教育史集成 341-582。東京：三一書房。
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