國家教育研究院

　　我國中小學教科書由過去的統編制，逐步全面開放為審定制以來，迄今將屆20年，惟相關法令規章，仍均著重於教科書審定程序及書稿之形式上要求；針對教科書實質審查標準之法定文件依據，大致上則僅有課程綱要可供遵循。然而，由於課程綱要本即存在頗多不確定法律概念，若僅以此為教科書實質審查之唯一標準，則審查者難免會因過度詮釋課綱規範而有濫用判斷餘地之虞；此除將令教科書編者無所適從，更將使審查行政決定喪失事後監督的可能性，而不利於教科書審定制度之健全發展及法治國家保障人民權利之意旨。據此，本研究除將針對教科書編審所涉及之相關法令文件進行分析，俾以自行檢視研究論述並以之貫穿整體研究結果外，另將藉由焦點團體座談、個別專家諮詢及德懷術（含層級分析）等研究方法，以針對我國現行國中小教科書審查組織與程序運作，深入瞭解其內涵並提出精進策略與應有之基本原則，並將依據此一教科書審查運作之基本原則，建構出一套可供編、審雙方依循的教科書審查基準。

　　It has been twenty years since our primary and middle school textbooks moved from the previous unified editing system to the textbook review and approval system. However, the related legal regulations still focus on the procedure of textbook review and the format of textbooks. Yet, the only legal review standard is curriculum guidelines, which involves much uncertainty in terms of the law. Thus, when curriculum guidelines are used as the only review standard, the reviewers may overinterpret the guidelines and misuse their judgement, which in turns, may leave editors not knowing what course to take. What is more, the administration of textbook review system may even lose the capability of monitoring the process. In other words, this may not be beneficial for the development of the textbook review and approval system and a country ruled by law. This project will analyze legal documents related to textbook editing and reviewing. Through focus group interviews, individual interviews with experts in the area and the Delphi technique (including the analytic hierarchy process), this project aims to explore the connotations and basic regulations of the current textbook review procedures. Based on this, it will propose a set of textbook review standards which both editors and reviewers may follow.