國家教育研究院

　　在我國教科書審定制度中，認定書稿不通過之重編決議，係對申請審定者最為不利的行政處分類型。本文透過文獻探討、法理論述、敘述統計及文件分析，以依據高中94課程暫行綱要編輯的教科書審查資料為分析對象，除欲瞭解該等書稿在完成整體審查程序後，其不同科目間之重編率差異情形，以及重編與非重編書稿間的審查意見屬性分布狀況外，並期能就教科書審定制度之實際運作，提出較為妥適合理的思維模式。據此，本文發現不同科目間之教科書書稿，其遭受重編決議的比例存在明顯差異，而重編與非重編書稿間的審查意見屬性，則似無一致性之明顯區隔；此外，本文建議審定機關應於課程綱要外，另行訂定判處書稿重編的外在客觀標準，在此等標準尚未確立前，實質審查除主要應關注於無關編輯自由的教材內容正確性與完整性面向，審查人亦應謹守合理論證原則，而不宜過度援引課綱抽象內涵為判定重編之依據。

　　Recompilation is the most severe resolution in the textbook review and approval system in Taiwan. Through methods of literature review, jurisprudential discourse, descriptive statistics and document analysis, this study examines the resolution of reviewed textbooks which are edited based on the Temporary Curriculum Guidelines for Senior High Schools announced in 2005. This paper attempts to understand the rate of recompilation in different subjects after the review procedure is completed, as well as the difference of the review comments existing among copies requiring and not requiring recompilation. By examining the operation of the textbook system, this study aims to construct a more appropriate and reasonable rationale for the textbook review and approval system. This study finds that there is a salient difference in the rate of the recompilation resolution among different subjects, and the review comments present no distinct difference among copies requiring and not requiring recompilation. Additionally, it is suggested that the external standards of recompilation be clearly published by the institution in charge of textbook review and approval. Prior to that, the focus of substantive review should be on aspects such as the correctness and completeness of the textbook material that are not related to the freedom of editing. Reviewers should also stay reasonable and empirical, rather than overly drawing on the abstract connotations of the curriculum guidelines as the reason for the recompilation resolution.