國家教育研究院

　　我國現行職業學校教科書在一綱多本的編輯原則下，由民間出版業者依據課程綱要編輯，再經教育部審定通過後發行、使用，以確保教材之品質。除教科書之多元取向外，並賦予教師選擇及詮釋教材之專業自主權。本研究旨在了解職業學校一般科目教師對審定本教科書的依賴程度與使用現況，透過量化研究之問卷調查法對全國155所職業學校依分層取樣方式選取104所學校寄送2,808份問卷，歷經56天回收有效問卷2,052份（回收率73.1%），以及質化研究辦理5場次40位職校一般科目教師焦點團體訪談，綜整量化與質化資料後獲得以下結論和建議：

1.職業學校一般科目教師使用審定本教科書之依賴程度為高依賴度者，量化約佔86.4%、質化約佔63.6%。中依賴度者，量化約佔6.3%、質化約佔14.2%。低依賴度者量化約佔9.1%、質化約佔22.2%。無論量化或質化研究均顯示大多數一般科目教師會依賴教科書來進行教學。

2.職業學校一般科目教師中，就任教科目的屬性而言，無論量化或質化研究都呈現任教升學考試科目的教師比任教非升學考試科目的教師，對審定本教科書之依賴程度為高，且達.05之顯著水準。

3.職業學校一般科目教師對審定本教科書?容之使用情形，以審定本教科書為主、並以其他教材為輔者佔39.9%，依個人教學實際需要調整順序或刪減章節?容來進行教學者佔36.4%，而完全依據教科書章節順序來進行教學者佔16.7%，其餘方式者佔7%。

4.職業學校一般科目教師中，以全民國防教育科及升學考試科目之數學科、國文科、英文科教師，對教科書之使用依賴度最高。而非升學考試之體育科、美術科、音樂科等藝能科之教師，對教科書之使用依賴度最低。尤其在「有購買、但未實際使用教科書」的選項中以體育科教師人數（63人）最多。

5.依據研究結果提出之建議有：(1)屬於升學考試科目的教科書審定模式，能以更嚴謹的方式，來審查技術型高中升學考試科目的教科書；對於非升學考試科目之藝能科教科書，建議：A.開放學生無須強制購買藝能科教科書；B.實施12年國民教育時，採用與高中相同名稱之藝能科（或非升學考試科目）教科書，無須另行辦理技術型高中藝能科（或非升學考試科目）教科書之審定事宜；C.或可考慮藝能科（或非升學考試科目）教科書由出版業者自行編輯發行不須審定。(2)建議12年國民教育編修技術型高中課程綱要時，能考量各科目的銜接性與授課時數，訂定合理的教學?容，避免教學?容過多而授課時數不足的情形發生。(3)技術型高中教科書審定工作能適度納入現職教師擔任審定委員，以避免教科書?容與國中課程重複性過多之問題。

　　Currently, the vocational school textbook system is operated on the “one outline, multiple textbook edition” policy. Textbooks are first edited by publishers based on curriculum guidelines, and then they will be reviewed and approved by the Ministry of Education to ensure its quality. Multiple copies of textbooks allow teachers greater flexibility to choose and interpret the materials. This study aims at examining the textbook usage of general subject teachers at vocational schools. Through quantitative methods, 2,052 valid copies of surveys were collected with the response rate of 73.1%. In term of qualitative data collection, five focus group interviews were held with the participation of 40 general subject teachers from vocational schools. Based on results of data analysis, following conclusions and suggestions are proposed:?

1.The reliance of general subject teachers at vocational schools on the textbook could be understood as follows. According to quantitative and qualitative data respectively, 86.4% and 63.6% of the teachers relied on textbooks heavily; 6.3% and 14.2 % moderately; and 9.1% and 22.2% lightly. Both quantitative and qualitative data showed that general subject teachers rely on textbooks in their teaching.?

2.Among general subject teachers at vocational schools, academic track teachers relied on textbooks more than non-academic track teachers. The difference between the two groups was significant (>.05).?

3.As for the detailed situation of the textbook usage, 39.9% used the textbook as the major material but also adopted other supplement texts; 36.4% would change the sequence of the chapters or take off some chapters to meet personal teaching needs; 16.7% taught completely the same sequence of textbook chapters; and the rest made up 7%.?

4.Among the general subject teachers, teachers of national defense education and subjects such as mathematics, Chinese and English relied on textbooks most. Teachers of physical education, art and living technology relied on textbooks least. A lot of physical education teachers (63 teachers) admitted they asked students to purchase the textbook, but seldom used it.?

5.Suggestions based on the research results include: (1) The textbook review and approval system for subjects that are part of college entrance exams should be treated even more seriously. As for textbooks for art and living technology, our suggestions are: A. Students should not be required to buy textbooks for art and living technology. B. When the 12-year public education program is carried out, technical high schools may use the same art and living technology textbooks as academic track high school. In other words, there is no need to review art and living technology textbooks for technical high schools. C. Art and living technology textbooks do not need to be reviewed and approved. (2) As the curriculum guidelines are revised for the 12-year public education program, the consistency and hours of the textbooks should be considered and revised to make it more reasonable so that the situation of having too much content or not enough teaching hours could be avoided. (3) The textbook review and approval committee should include members who are current vocational school teachers to avoid problems such as overlapped content with junior high school curriculum.?
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