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.