國家教育研究院

　　教科書的形式與內容反映社會脈絡、教育思潮與知識觀點，又與當時的課程設計以及教與學的觀點密切相關。國內的教科書研究日漸受到重視，為利於進行有系統的教科書發展史研究，除了現有的歷史文件，藉由口述歷史研究將可獲得更鮮活的資料，以補現有文獻之不足。基於此，本計畫以三年為期，對 1952 至2001 (民國41-90)年期間參與臺灣教科書發展工作之重要人士進行口述歷史研究，具體探究1952 至2001 (民國41-90)年年期間國小國語、數學、社會、自然、生倫，以及國中國文、公民、歷史、地理統編本教科書發展的知識論與課程觀演變。

　　從研究結果顯示，解嚴之後，教科書看似多元發展，但是過去教科書編者的使命與精神卻逐漸消失，因此未來教育行政單位應思索如何找回教科書編者的使命感與創新精神，以提升教科書品質。同時，建議未來教育政策應提供充裕時間供實施單位有研究、實驗、試用之教科書發展機制。

　　The form and content of textbooks reflect the social context, educational thought, and the perspective of knowledge, and also pertains to the views of curriculum, teaching, and learning at different times. The research on textbooks is gradually stressed over the past years, but the historical documents are not so enough for the related research. To promote the systematical research on textbooks, it is essential work to build the vivid oral historical data to make up the lack of existing documents. Based on the intention, the three-year project aims to build the oral historical documents about compulsory education textbooks development during 1952 to 2001, including Chinese language, mathematics, society, nature, life and ethics in primary school , and Chinese language, civil, history and geography in junior high school.

　　From the results of the study, the textbooks appear diversified, but the mission and spirit of the textbook editors have gradually disappeared. Therefore, the future education administration should consider how to retrieve the textbook editors' sense of mission and innovation to improve the quality of textbooks. At the same time, it is suggested that the future education policy should provide ample time for the implementing unit to develop textbook mechanism with research, experiment and trial.