國家教育研究院

　　目前我國納入審定制度的教科書類別，計有國民中小學、高級中學、職業學校三者；其中，前二者之教科書均以組成審定委員會的方式進行審定，至於職業學校部分則未採取此等審定組織。然而，同屬負責「教科書審定工作」的前述兩種委員會，在相關法規中卻有不同的規範方式與內容，其「決議」對審定機關是否具有相同的行政處分拘束力？將是本文首要探討之核心問題。其次，行政機關本於妥適執行法定職權的依法行政義務，審定委員會在組織法上應具備何等基礎？行政機關又究應如何參與委員會運作方屬合宜？則為本文所欲探討的另一面向問題。因此，本文將針對我國教科書審定法制進行分析，同時援引對照教育及其他不同領域委員會之組織運作方式，並進而參酌日本教科書審定組織程序內涵，以據此提出結論，俾提供制度興革之參考。

　　The textbook review system in Taiwan is composed of three parts: elementary and junior high school, senior high school, and vocational school. The elementary, junior high and senior high school textbooks are reviewed by review and approval committees, while vocational school textbook review is carried out without a committee. Although the above committees are responsible for reviewing textbooks, each has its own regulations. Whether the decisions made by the committees have any administrative binding force is one of the concerns of this paper. Additionally, the paper explores what principles an organizing review and approval committee should have in order to carry out the administration obligations of an administrative organization. What roles should an administrative organization play in the review and approval committees? This paper analyzes laws and regulations relevant to textbook review. It also compares the organizational operation of committees in education and in other fields. Textbook review organization and procedures in Japan are also examined to draw conclusions and suggestions for Taiwan’s textbook review system.