本研究係針對台灣高級中等學校之城/鄉、公/私立及學校規模之學業成就與教育資源進行研究。以大學入學考試中心提供之數據進行分析。經由三因子變異數分析結果指出城地區的學業成就高於鄉；公立學校成績高於私立；學校規模學業成就依序為大、中、小型。城鄉皆以公立高中學業成就優於私立高中；在城的公立高中學業成就又高於鄉地區。公立大型高中學業成就高於公立中、小型；私立大型、中型、小型學業成就排序亦同。再藉由典型相關分析可知公立學校學業成就與教育資源有典型相關最後使用t檢定比較教育資源的差異，得到生師比及平均班級人數並無城鄉差異；在公私立學校間的平均班級人數以公立優於私立。公立高中學校於教育資源及學業成就均優於私立學校，此與國外研究不同。 / The purpose of this research explores the relationship between the academic achievement and educational resources among urban/ rural schools, public /private schools and different size of senior secondary schools in Taiwan. The raw data offered by the College Entrance Examination Center is analyzed in this study. By three-way ANOVA, we found the academic achievement of urban schools is better than that of rural schools. The academic achievement of the public schools is better than private ones. Furthermore, the academic achievement of the large-sized schools is better than that of the medium and small-size ones. In addition, the academic achievement of the urban public schools is better than that of rural public ones. The academic achievement of the large-sized public schools is better than that of the medium and small-size public ones. The result shows the same order while it comes to the difference of academic achievement among private school of different size. There is significant canonical correlation between educational resources and academic achievement in the public school. Finally by t-test, the research’s result represents that pupil-teacher ratio and class size have no significant difference between urban schools and rural ones. And the class size of the private schools is larger than in public schools. In Taiwan, the performance of academic achievement and educational resources in public schools are better than private ones that differ from some previous foreign studies.

本研究旨在探討大台北地區（台北縣與台北市）高中英語科教師在選擇教材時，可能會考量到的因素，其研究重點在於了解不同學校類型（公、私立，與城、鄉學校）以及資深與年輕老師在選擇教材時，是否有其不同的考量因素。 本研究主採問卷調查，佐以訪談方式進行。除就大台北地區二十七所公、私立高中英語科教師做抽樣調查外，並針對十位教師及六位教科書編撰者進行深入訪談，希望藉此進一步了解教師們與教科書編撰者所考量的因素為何，並探討兩者所考量的因素是否有其相關性。本研究最後歸納出結論如下： 1. 學生的英語程度與學習需求以及英語文的正確與自然度是老師與教材編撰者共同考量的因素。 2. 選擇教材時，公立高中的英文老師重視經銷人員的服務態度與售後服務以及教材的配套完整。而私立高中的英文老師重視大學聯考的導向以及學校教育政策。 3. 選擇教材時，任教於城市的高中英文老師重視經銷人員的服務態度與售後服務、溝通式教學法的理念以及教科書所涵蓋的文化層面。而任教於鄉鎮的高中英文老師重視老師本身多重職務角色之扮演（教學、導師或其他行政職務）、教學信念跟語文能力以及教材的價格是否合宜。 4. 選擇教材時，資深與年輕老師所考量的因素並沒有很大的差異。 整體來說，在選擇教材時，內在因素例如英語文的正確性、教材的編輯原理與組織架構仍是老師們最主要的考量。然而外在因素例如學生的英語程度、大學聯考的導向、學校教育政策、以及經銷人員的服務態度，亦是老師在選擇教材時所會考量到因素。因此本研究建議出版社在編撰教科書時也應考量到外在因素，使其教科書更趨於完善，更能符合老師與學生的需求。然而在此同時，老師們也應加強自己的專業知識，使其在選擇教材時能做出最正確的判斷。 / The present study was aimed at investigating what factors English teachers of senior high schools in greater Taipei area took into consideration when selecting textbooks, with particular focus on the comparison of differences between public and private schools, urban and rural schools, and senior and young teachers. Meanwhile, textbook compilers’ considerations were also explored to see if their concerns were in accordance with those of teachers. The questionnaire survey was the main research method of the present study. Moreover, the interview method was also conducted to probe further information. In total, 10 English teachers and 6 textbook compilers were interviewed in the present research. Based on the findings of the present study, four crucial points were concluded as suggested. 1. Most students’ English proficiency and learning needs as well as accurate and proper English were the primary concerns of the general English teachers and textbook compliers. 2. When selecting textbooks, public school teachers emphasized salespersons’ service and the textbook’s intact package, whereas private school teachers considered Joint College Entrance Examination, and school’s leadership more. 3. Likewise, urban school teachers took salespersons’ service, Communicative Approach and cultural component into more account than rural school teachers who were more concerned about teachers’ various roles such as teachers, mentors or administrative personnel, their own English proficiency, and textbooks’ price. 4. However, no significant differences were found between senior teachers and young teachers. Generally speaking, internal factors such as appropriateness, naturalness of English, and rationale, organization of the textbook were the primary concerns for senior high English teachers in textbook selection. However, English teachers of senior high schools were also concerned about external factors such as English proficiency and learning needs, Joint College Entrance Examination, school’s leadership, and salespersons’ service. Therefore, it is suggested that publishing companies should take external factors into more consideration to ensure that textbook being compiled can be more comprehensive in all aspects and be related to needs of both teachers and students. Meanwhile, teachers should take a firm stance based on their updated professional knowledge in making any sound judgments related to textbook selection and evaluation.