國家教育研究院

　　中小學教科書向來重視學科知識內容，相較而言，在編排設計及字型選用組合方面鮮少受到重視，教育部訂定「教科圖書印製標準規格」，用以規範中小學教科書的字型選用，雖強調標準楷書對學生練習生字在筆劃、筆順等方面學習上的需要，但也招致限制設計以致教科書呆板無趣、缺乏美感的批評。編排美感與學科知識是否為魚與熊掌不可得兼？本研究擬由字型選用編排切入，比較字型選用（標楷體、黑體）組合與學生認字結果（反應時間及正確率）及眼動型態的關聯。除了編排教科書閱讀材料，經由測量複誦時間及正確率，以及運用眼動儀進行眼動追蹤，比較不同實驗設計下學生的閱讀歷程；另外，也藉由訪談教科書出版業者之美編人員、國民中學教師，了解對教科書字型編排組合的意見；最後，依據研究結果提出教科書字型選用組合的相關建議。

　　Textbooks used in middle and elementary schools have been concentrated on the knowledge in distinct disciplines. The design of layout and font type used in these textbooks has not attracted sufficient discussions. Ministry of Education has stipulated regulations on graphic standards of textbooks, including font types used in textbooks circulated in middle and elementary schools. Although these regulations suggest that using “Microsoft Standard Kai Font” in textbooks could cultivate students’ knowledge regarding the (order of) strokes of vocabulary, such regulations have also been criticized for causing the boredom and lack of beauty of textbooks. Is it true that we could not have the beauty of textbook design and the content of academic knowledge at the same time? This study takes the choice of font types as a point of departure to compare and contrast the relationships between different font types (“Microsoft Standard Kai Font” and “Microsoft JhengHei”) and students’ performance on reading comprehension. Through interviewing art editors in textbooks publishers and middle school teachers, this study also collects various opinions on layouts and font types of textbooks. This study, according to research results, further gives suggestions on the combinations of font types in textbooks by comparing students’ performance of reading comprehension under different designs of experiments with reading materials presented in distinct formats.