The purposes of this research were to understand the views of the teachers on the area of social studies in junior high school in Kaohsiung City about the present status and influence factors on textbook selection, and to offer feasible suggestions according to the results. This research adopted questionnaire method to collect information about the present status and influence factors on textbook selection from 381 teachers of 41 junior high schools .The major instrument , i.e. The Questionnaire for Investigation the View about Present Status and Influence Factors on textbooks selection from the teachers on social studies area in junior high school in Kaohsiung City ,was designed to collect quantitative data ,which was later analyzed by means of percentage frequently distribution ,standard deviation ,one-way ANOVA ,Scheff¡¦e method ,and t-test ,etc .Otherwise ,the questionnaires can also offered the teachers to state other opinions about the present status and influence factors on textbook selection .The qualitative data can be used to support the statistic results or to offer other opinions about the present status and influence factors on textbook selection to this research. The major results were summarized as follows¡G 1.Teachers were mainly people selecting textbook. Parents, students, and scholars weren¡¦t average people to select textbook . 2.The average teachers have positive comments on the textbooks selecting procedure .But studies and professional evaluations on textbook selection were lacking. 3.A majority of the teachers agree that textbook selection criterions were important, but the most important criterions were content criterions. 4.The problems of textbooks selection were not serious, but it¡¦s difficult for the teachers who teach different kinds of subjects to choose the best textbooks. 5.The main correct factors for teachers and students textbook using have more influence on textbook selection than second correct factors for teachers and students textbook using. 6.The teachers with different school and individual backgrounds have significantly different views about textbook selection on people, procedure, and criterions, but haven¡¦t significantly different views about textbook selection on problems. 7.The teachers with different school backgrounds have significantly different views on main and second textbook using factors. The teachers with different individual backgrounds haven¡¦t significantly different views on second textbook using factors, but the teachers with different titles have significantly different views on main textbook using factors. In accordance with the results of this research, suggest concerning aspects of the education administrative, school¡¦s administrative staff, teachers and publishers, respectively. Follow-up studies were also proposed.

The purpose of this study was to conduct a concept analysis of middle school American history textbooks to determine the extent to which the substantive concepts developed by the Syracuse University Social Studies Curriculum Center are included. Each of the eighteen concepts was modeled and applied to three textbooks in a concept analysis system. The two sub-problems of this study concerned the number of Syracuse substantive concepts included in each textbook and the degree of treatment--major and minor--that each concept received in the textbooks. Previous research indicated no studies had used a concept analysis system based on model building, had analyzed the Syracuse concepts or had modeled the individual concepts used in the analysis system. The literature review focused on four areas: the development of the Syracuse Center and its concepts, concepts and concept development, model building and textbook analysis. The concept analysis system employed the following main procedures; 1. Read each textbook page by page. 2. Determine the concept which is the major focus of the chapter sub-heading, sub-sub-heading or illustration. 3. Look for the possible main categories, sub-categories and elements included in the central concept. 4, Make necessary codings on the Concept Analysis Data Work Sheet. Four conclusions were reached by this study. First, the concepts received a lack of comprehensive coverage in the textbooks. Second, most of the central concepts were included in the textbooks, but they were not reinforced after the initial presentation. Third, pictures were the most often selected illustration in the textbooks. They were generally used as reinforcers of the central concept. Fourth, the previous research, although unlike this concept analysis system, had indicated an inadequate inclusion and treatment of the broad concepts investigated. This study tended to support these previous research findings. The findings of this study can be used by teachers to improve concept teaching or development with students, by writers of conceptoriented materials as a tool for analyzing their textbooks or other materials for concept presentation, omission and areas of needed concept reinforcement, by curriculum committees as an evaluation instrument for determining the conceptual adequacy of textbooks and other materials considered for adoption, and by the educational profession in considering the potential of model building as a tool of curriculum design, development and evaluation, In addition, suggestions for further research are presented. / Ed. D.

This study explores how technology teachers evaluate, select and use commercially prepared textbooks, comparing practices in well-resourced and medium-resourced schools in South Africa. The study is led by two research questions, firstly how technology teachers evaluate and select textbooks and secondly how technology teachers use textbooks in their classrooms. This is a comparative case study, involving nine schools, sampled for convenience. Data were collected through semi-structured interviews and classroom observation. Two conceptual frameworks were used to interpret data. Evaluation and selection of textbooks were explored in terms of ‘textbook register’, while the use of textbooks was explored in terms of ‘didactical transposition’. From the literature, I extracted seven categories on textbook evaluation. These were content, connections, language, format, activities, context, and teaching strategies. I merged these categories with the two conceptual frameworks to design instruments and analyze data. Results showed that teachers in both contexts regarded the requirements of the curriculum as crucial in textbook selecting. They also regarded suitable activities as very important, and preferred that textbooks clearly present the technological steps. In well-resourced schools, teachers also preferred support in the form of teachers’ guides. There was a clear difference in the ways teachers from the two contexts used textbooks in the classroom. In medium-resourced schools, the relevant section from the textbook was read to class while in wellresourced schools, teachers compiled additional notes, indicating that they set a higher standard for their learners. However, in both contexts teachers explained difficult concepts and used discussions to involve learners in making connections and to reduce the language level used in textbooks. In medium-resourced schools, teachers also allowed learners to code-switch to their mother-tongue language. In terms of activities, teachers in both contexts used textbook activities without adaption but also developed additional activities. In terms of contextualising, teachers discussed or explained content information by relating it with real-life experiences, but didn’t attempt to contextualise textbook activities. Regarding teaching strategies, they mostly used their own preferred strategies instead of that proposed by the textbook. In particular, teachers in well-resourced schools preferred that learners do activities individually, indicating that they valued traditional teaching methods. In this study, the teachers in medium-resourced schools did not question the authority of the textbook. In well-resourced schools, the teachers set a higher standard than the textbook, but at the same time required support in the form of teacher’s guides. This suggests that teachers in both contexts were unsure about what exactly is required by the curriculum in terms of content and pedagogy, and that they did not know how to adapt activities offered in textbooks to suit their context. It is recommended that teachers be assisted by specialists to align textbook evaluation, selection and use with curriculum expectations. / Dissertation (MEd)--University of Pretoria, 2010. / Science, Mathematics and Technology Education / unrestricted

The purposes of this study were to understand the opinions of English teachers in junior high school in Kaohsiung City on the selection criteria and the influence factors for English textbooks, and to offer a few concrete suggestions for the improvement of junior high schools textbook selection according to the results. The research adopted questionnaire survey method. The questionnaire was designed and distributed to 400 English teachers from 45 junior high schools in Kaohsiung City as the subjects. As a result, 305 were valid responded corresponding with a 76% of return rate. Descriptive statistics, t-test, one-way ANOVA, and Scheffe method were conducted for data analysis and finally come to the following results: 1. The teachers generally agree to the importance of the textbook selection criteria, in which they emphasize the most on ¡§context-related properties,¡¨ and the less on ¡§physical properties.¡¨ 2. On the whole, the teachers agree to the influence factors on textbook selection, and the ¡§internal factors¡¨ have more influence than the ¡§external factors.¡¨ 3. English teachers are the main participants in selecting English textbooks in junior high school, and the final results are determined in the meeting of textbook selection. 4. There are significant different opinions on the importance of the textbook selection criteria due to the ¡§school sizes,¡¨ ¡§genders,¡¨ ¡§years of teaching experience,¡¨ and the ¡§experiences of textbook selection.¡¨ 5. There are significant different opinions on the influence factors on textbook selection because of the ¡§locations of school,¡¨ ¡§educational qualifications,¡¨ ¡§years of teaching experience,¡¨ and the ¡§experiences of textbook selection.¡¨ Based on the results of the study, some suggestions are proposed to the educational authorities, schools, teachers and publishers, as well as future studies.

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.

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.