本研究是以1980年代以後的科學教育目標來分析我國國小自然科學教科書 之課本、教學指引及習作，探討教科書的內容、實驗活動及作業問題型態 ，並調查國小自然科教師對教科書的使用意見，了解現行教科書的優缺點 ，以供編撰教科書及學校、教師選擇教科書的參考。 為達上述之目的，本研究在內容分析部份採用的工具有科學知識本質年齡 層次分類表、ＳＴＳ科學教育目標、實驗活動發現開放層次分類法、科學 過程探究技能、教科書作業問題型態評估工具、以及 Bloom的目標分類法 ，在問卷調查方面採用國小自然科學教科書之意見調查表來蒐集和分析資 料。 本研究的主要發現如下: 一、國小自然科學教科書之課本內容在文字敘述上涉及科學知識本質的僅 佔0.084%，而這些文字敘述只提到科學知識是實證性的，雖如此，但其內 容仍含有科學知識本質之正面教學功能。 二、國小自然科學教科書的每個單元都提及個人需要及學術準備的科學教 育目標，而有25.53%的單元提及與科學有關的社會議題，但無提及有關生 涯職業教育的內容。 三、國小自然科學教科書的實驗活動無屬於層次０的單元，有55.32%的單 元屬於層次１，42.55%的單元屬於層次２，2.13% 的單元屬於層次３，是 屬相當不錯的實驗活動設計。 四、國小自然科學教科書習作的作業問題型態以及層次之分佈，有1.94% 的問題屬於非經驗性問題，98.06%的問題屬於經驗或實驗性問題；且屬於 高層次問題的比例較多，亦有一些價值性問題的設計，是相當重視學生高 層次問題解決的學習。以 Bloom目標分類來看，幾乎所有的作業問題都屬 於認知領域的問題，佔了99.72%，其中以理解和應用的問題為最多。 五、國小自然科教師對教科書的整體意見為滿意。可是教師對於教科書的 內容並不滿意但尚可接受；其他各項來說，教師對教科書的組織、閱讀層 次、圖表說明、課文中的實驗活動及習作、教學指引、教科書的容貌均呈 滿意的態度。 The purpose of this study was to analyze the science textbooks used in the elementary schools of Taiwan in terms of goals for science education. The following five components were studied and analyzed:(1)the nature of scientific knowledge, (2)the interaction of science, technology and society, (3)openness and process/skills of laboratory activities, (4)type and level of questioning style, and(5)opinions of science teachers concerning science textbooks. For the purposes described above, seven methods were adopted for this study; that is, the classification of the nature of scientific knowledge, the desired state of science in the elementary school, the level of discovery/openness, science process or inquity skills, and textbook questioning strategies assessment instrument, Bloom's taxonomy classifies educational objectives and science textbook rating system. The major findings include: 1.Only about 0.084% of the narrative page space is devoted to the nature of scientific knowledge in the science textbooks used in elementary school. Only empirical scientific knowledge was presented. 2.Every unit in the science textbooks used in elementary school is associated with the goals of personal needs and academic preparation. 25.53% of units are associated with the goals of societal issues, but no unit associated with the goals of career education. 3.Most of the laboratory activities in the science textbooks used in elementary schools, which provided the problems and the procedures to student's performance, belong to level 1 or 2. 4.Most of the questions are experiential questions(98.06%). And almost of the questions are cognitive domain(99.72%), and most of them are comprehension questions and application questions. 5.Most of the elementary school science teachers are satisfied with the science textbooks used in elementary schools , and their satisfaction goes beyond the contents of the textbooks.