台灣自1972年《書評書目》創刊以來，已有20種以上專門書評專欄或 刊物，但書評研究相當罕見，本文以回顧英美書評史為線索，希冀理清台灣書評發展的脈絡。就英美書評史而言，18世紀，英國書評雜誌開始萌芽，當時的書評具有規範力量，藉由新書評介定義社會階級的流動，19世紀，書評雜誌進一步含有解釋思潮，以及指引社會大眾的功能，至《紐約時報書評版》創刊，20世紀的書評走向新聞化，「書即是新聞」成為書評領域的新觀點。 本文以《書評書目》、《文訊》、《新書月刊》、《聯合文學》、《開卷》、《讀書人》、《中央閱讀》、《讀書生活》、《誠品閱讀》、《全國新書資訊月刊》、《書評》為研究對象，採用內容分析及深度訪談法。研究結果指出，台灣書評的發展有下列趨勢： 　　一，70年代以前，報紙已有出版與讀書版面，也有評論古典文學與現代文學的書評專欄，但「評書」不是當時此類版面的主要目的，而是做為中介，提供作家與讀者交流讀書心得的園地，當時的評論作品以文學書為主。 　　二，1972年《書評書目》創刊以後，書評有了專門刊載的園地，書評領域開始發展，編輯試圖引起讀者的興趣，帶領讀者進入書評的領域，當時亦以文學書評為主。80年代中期以後，與排行榜抗衡，新興書評刊物嘗試建立新的書籍評價體制，囊括更多樣書種，從文學、自然、歷史，到社會科學，並邀作家學者選書，欲導引讀者的閱讀品味，建立書評領域新的閱讀風潮。 　　三，學者加入書評領域，帶來新的書評寫作方式，作家與學者成為台灣書評寫作的主要人力，同時，作家學者也制度性的參與選書過程。書評刊物有相當大比例依據作家學者的判斷，為讀者選書評書，作家學者對書評刊物的選書標準與評書方式產生了重要的影響力，在規範讀者的閱讀活動方面，樹立了排行榜之外獨有的標準。 　　四，書評具有評論的功用，也具有資訊通報的性質，80年代以前，《書評書目》、《文訊》、《新書月刊》皆以書目或提要提供讀者資訊，為出版社與讀者服務，報紙書評版面出現，出版與讀書新聞的專題報導成為書評刊物的一部分，書評刊物從新聞的角度處理圖書出版業議題，長期報導出版與讀書新聞，繼刊登書目之後，新聞是書評刊物連繫出版社與讀者的另一方式，從18世紀英國書評雜誌摘錄新書內容，至美國《紐約時報書評》以書為新聞，台灣書評發展的歷程大抵相似。

本研究旨在藉由探討教科書評選指標的權重，了解國小英語教師對於英語教科書評選所採用之評選指標的看法，以及其教師背景對英語教科書評選的影響。本研究方法採用階層程序分析法(AHP), 並由文獻探討將教科書評選指標分為2大層面，5大向度，以及26個指標，建構出階層程序分析法問卷，以隨機方式發放於台北市12個行政區公私立126位國小正式英語教師，並藉由Expert Choice 2000 軟體分析，計算出各層面、向度、指標之權重值，並予以排序。 研究主要結果如下： 1.教師重視教科書內在評選高於外在評選。 2.教科書外在評選，教師較為重視整體編排架構；教科書內在評選，教師認 為語言能力比語言成分重要。 3.整體編排架構裡，教師認為最重要的指標為「使用英語文正確、自然流 暢。」；編印設計，最重要的指標為「字體大小適宜，印刷清楚。」； 4.教具與輔助教材，最重要的指標為「提供配合課程的電腦多媒體教材。」 5.教科書內在評選，男性教師較重視教科書語言成分；女性教師則較重視 語言能力。教學經驗較少的教師重視語言成分高於語言能力；教學經驗較 豐富的教師則認為語言能力較為重要。 6.教具與輔助教材，學士學歷教師較重視指標為「提供配合課程的電腦多媒 體教材。」；碩士學歷教師較重視指標為「CD發音正確清晰，速度適 宜。」 綜合本研究結果，教師對於教科書評選指標有不同看法及重視程度，期能提供教師對於教科書評選及評選指標有進一步瞭解。 / The current study aimed to understand how elementary English teachers in Taiwan prioritized criteria for textbook evaluation, and whether their various backgrounds influenced their prioritization of criteria. The research framework was constructed based on Analytic Hierarchy Process (AHP), including 2 objectives, 5 sub-objectives, and 25 criteria. An AHP questionnaire was randomly administered to 126 elementary English teachers in Taipei City. All the data were analyzed by means of the software Expert Choice 2000. The major findings in the current study are summarized below. 1.Internal evaluation of textbooks was prioritized before External evaluation by a majority of the teachers. 2.In external evaluation, most teachers emphasized General features of a textbook; in internal evaluation, teachers focused more on Language skills rather than Language components in a textbook. 3.Concerning criteria for evaluating General features of textbooks, teachers considered the criterion Accuracy and fluency most important; as for Layout and physical makeup of a textbook, the criterion Typeface came out top; in Teaching aids, Multimedia was viewed as the most crucial criterion. 4.In respect to criteria for evaluating Language components and Language skills in textbooks, the criterion Integration of components and Integration of skills were respectively emphasized by teachers. 5.While male teachers focused more on Language components of a textbook, female teachers found Language skills more important. 6.Novice teachers were more in favor of Language components than Language skills; however, to more experienced teachers, it was Language skills that they prioritized first. 7.For criteria evaluating Teaching aids of a textbook, teachers with a Bachelor's degree prioritized Multimedia as the most important criterion, while teachers holding a Master's degree put much emphasis on the Quality of CDs. To conclude, it is hoped that these findings can shed light on textbook development and provide useful information for teachers when selecting and evaluating textbooks and for textbook developers when compiling textbooks for students.

當談到外語教學時，教材具有相當重要性。其中，教科書更被視為重要的一環，是教師教學的主要資源，也是學生學習的重要指引。因此，教科書評鑑自然地受到重視。透過教科書評鑑，教師能對於教科書有適當認知並妥善利用教科書，另一方面，教科書評鑑能作為編撰者和出版商檢討與改進的參考。然而，文獻有許多有關教科書評鑑的研究，卻很少是從語言行為方面檢視臺灣高中生所使用的英文教科書。 本研究之主要目的為分析讚美、拒絕、請求三種語言行為如何呈現在三民、龍騰、遠東三套不同版本高中英文課本內的對話教材中。首先，統計三種語言行為在三套教科書內的對話中出現的頻率。接著，檢視這三種語言行為在三套教科書呈現的方式並判斷他們是否主要以美國觀點呈現。最後，探索三套教科書和教師手冊是否有提供相關語言行為的跨文化解釋。 研究結果顯示，三套教科書皆呈現三種語言行為，但是各版本著墨不一。另外，三種語言行為在三套教科書呈現的方式並不是完全採用美國觀點。更重要的是，三套教科書和教師手冊中幾乎沒有提供跨文化解釋。 本研究的發現能提供給對語言行為教學有興趣的老師和研究人員參考。研究結果希望激勵教科書編撰者、出版商以及教師重視語言行為教學，並期盼能協助教科書編撰者在未來補強三套教科書中對話教材不足之處。 / When it comes to foreign language teaching, teaching materials, without doubt, have been of vital importance. Textbooks, for teachers, serve as the major teaching resources. They are identified as important guidelines for students as well. Therefore, textbook evaluation has naturally received attention. Through textbook evaluation, for one thing, teachers can gain a proper understanding of textbooks, then making good use of them. For another thing, it enables textbook editors and publishers to examine and improve on textbooks. Although there have been many studies regarding textbook evaluation, few of them have been done on speech act behavior in senior high school English textbooks in Taiwan. The main goal of the current study is to analyze how the three speech acts, compliments, refusals, and requests, are presented in the conversation sections of the three series of the senior high school English textbooks, published by San Min, Lung Teng, and Far East. First of all, the frequency of compliments, refusals, and requests in the three series of the textbooks was examined. The next part was to look at how the three speech acts were presented in these textbooks and whether they showed American preference. Lastly, cross-cultural comparisons and contrasts in the textbooks and their corresponding teachers’ manuals were scrutinized. The results revealed that the three series of the textbooks examined presented the three speech acts in different proportion. Additionally, they were not completely presented in American ways. More importantly, there were few cross-cultural explanations found in the textbooks and their corresponding teachers’ manuals. The findings of the present study can work as reference for teachers and researchers interested in the teaching and learning of speech act behavior. They may motivate textbook editors and writers as well as teachers to place great emphasis on how to teach speech acts well. Last but not least, textbook compilers can compensate for the limitations of the conversation sections of senior high school textbooks in Taiwan in future materials development.

本研究的主要目的，在應用模糊理論，建立改進傳統系統分析模式。並以高中教科書評選為例，首先使用評鑑因素重要程度模糊問卷及教科書評鑑表，建立因素模糊相對權重矩陣與模糊評估矩陣，同時以模糊眾數和模糊評估與傳統方法進行比較分析。我們經由實際評選發現，應用模糊評選教科書，比傳統評選教科書來得合理。在尋求適當的共識時，模糊統計較能適時反應出人們實際的想法。 / The purpose of this study is to develop a system analysis by fuzzy theory. A comparison was made between fuzzy sample mode, fuzzy evaluation and the conventional method about textbook selection. In order to establish the factor fuzzy relation weight matrix and to estimate fuzzy evaluation matrix, we use the fuzzy weight and evaluation questionnaire first. It was found, by way of the actual evaluation, that the application of fuzzy evaluation is better than the traditional evaluation. While looking for appropriate consensus, fuzzy statistics is a better reflection of popular idea.

九年一貫課程實施以來，國小英語教育起初由五年級開始進行，許多國小英語教材陸續送審上市；三年後改由國小三年級開始實施正式英語教學後，各出版社無不積極改編、增編教科書以因應政策之改變，也因此，舉凡國內或進口之英語教材，版本相當繁多。 本研究旨在調查台灣現行國小英語教科書之使用現況、國小英語教師使用這些教材後的評鑑與建議以及國小英語教科書之選用情形。首先以問卷及訪談調查法針對全國國小英語教師進行研究，從而了解國小英語教師使用教材的意見；主要探討的為: (1) 國小英語教師對所使用之英語教材在整體方面、課本、習作、教師手冊以及輔助教具等五大部分進行評析；(2) 國小英語教師使用教材時之困難與建議；(3) 國小英語教科書之選用狀況。 研究對象為全國共兩百三十九位英語教師，根據問卷調查以及訪談結果所做的資料分析，得到以下主要的發現: 1.英語教師對於所使用之審定版教材，整體看來各版本之間並無顯著之 差異。而針對教材之課本內容，翰林版本教材在「字彙透過有意義、 真實的情境加以介紹及練習」該項目之評析結果優於康軒版，而另兩 版之教材在此評比項目無顯著之表現。 2.不論是何版本，大多數英語教師不滿意於學生習作與教師手冊。 3.大多數英語教師不論在使用何種版本教材，所遇到之最大之困難在於學 生英語程度差異太大。 4.對於選用教材所秉持之各項標準，英語教師們認為其重要性依序為出版 社服務態度、教材主題多樣性、活動設計、符合課程綱要及其編輯理 念、字彙量之多寡、文法之難易、出版社之規模與信譽、教師手冊以及 出版社是否舉辦教師研習及師訓活動。 5.各校英語教科書評選委員主要由英文老師組成，然而大多數學校評選教 科書時並未採用任何評選指標。 6.評選流程大致為瀏覽各版本教科書、邀請出版商舉辦說明會以及英語教 師評選之會議。 / Since 2001 when English education was introduced into elementary schools, all the publishers in Taiwan have been required to compile the appropriate textbooks for the elementary school students in a very short time. As a result, there are a great variety of teaching materials available on the market. Thus, textbook selection becomes crucial for elementary schools. In response to this situation, this study aims to survey teachers’ evaluation and selection of the elementary English textbooks by using questionnaires and conducting interviews. The study focuses mainly on the following issues: (1) teachers’ evaluation of the elementary English textbooks, including students’ books, workbooks, teachers’ manuals and the teaching aids,(2) problems teachers encounter when using those textbooks, and (3) the selection of the textbooks. The subjects are 239 elementary English teachers across Taiwan. In the survey, four versions of textbooks are observed, compared and evaluated by the respondents of the questionnaires. After data analysis, the main findings are obtained as follows: 1. Among the four textbooks in use, there is no significant difference between each version in 　　　 overall evaluation, except that the content of the textbook published by Hanlin is superior to that published by Kang Hsuan in terms of providing the meaningful and realistic learning situation in vocabulary learning and practices. 2. Most English teachers are dissatisfied with the students’ workbook and teacher’s manual. 3. A great diversity of students’ English proficiency levels is the greatest problem teachers encountered when using all those textbooks. 4. The service and attitude of the publishers is seen as the most important criterion for selecting the materials. 5. In most schools, textbooks are selected mainly by English teachers, but no checklists or criteria are used in selecting the textbooks. 6. The common procedure of selecting the textbook is a browse of the materials, an introduction seminar held by the publishers, and then a meeting for the decision of textbook selection.

University of Macau / Faculty of Education