國家教育研究院

　　1989年起，國民中小學實施教科書開放政策，教科書從國定制逐步鬆綁以迄2002年全面實施審定制度。但教科書全面實施審定制度近20年，教科書並未充分實現高品質、多元化與教師專業自主的開放目標；而且審定制度存廢的論辯、教科書版本的趨同以及市場化衍生的品質問題，在在顯示以審定制度為核心的管制手段，相對忽略了教科書出版者、學校教師對教科書所應擔負的責任。鬆綁國家管制已經是各國教科書制度改革的趨勢，而我國建構以審定制度為核心的品質保證機制，是有檢討、改革的餘地。本研究以系統理論作為教科書制度改革的分析工具，並輔以文獻分析、訪談方法，除探究教科書審定制度實踐之問題外，並透過教科書的出版、審查與選用各利害關係人的交互影響及夥伴協作，在教科書審定制之外，提出認可制度的模式建構，以供政府未來教科書政策評估參考。

　　Taiwanese government had been invoking the primary and junior high school textbooks open policy since 1989, and attained the full implementation of textbook review system in 2002. Over the past 20 years, however, the textbook review system hasn’t fully achieved the goal of high quality, diversification and teacher autonomy as expected. The textbook review system debate, similarity tendency, and quality concerned issues show that the restriction approach of the textbook review system has resulted in overlooking the responsibilities that publishers and school teachers ought to take. This study was conducted by examining the issues of textbook review system in Taiwan, utilizing methods of analyzing systems theory, reviews of related studies and interviews with an aim to propose the government a model of the accreditation of primary and junior high school textbooks with respect to facilitate the establishment of future textbook related policy.