本研究旨在探查台灣國中基本學力測驗英語科之內容效度，以期了解國中基本學力測驗英語科之試題內容是否達到出題者宣稱之目的，進而對英語教師、教育學者、學生、及社會大眾能有啟示作用。 本研究兼採質及量的分析方法。質的研究取自51位現任國中英語教師之專業判斷，以2003年第一次國中基測英語試題為例，從課本的符合程度、學校教學、學校評量、試題難易度等四方面逐題審視國中基測與教學之相關程度，及問卷調查此51位教師對國中基測與課程標準之總目標、分項目標、基測命題原則、及學力指標之看法，透過Aiken之效度指數檢測是否達到顯著。量的研究取自台灣四所國中共1204位畢業生在校三年之英語段考平均成績分別與國中基測英語原始分數之相關。 研究結果顯示：國中基本學力測驗英語科具有內容效度。 / The purpose of this study is to investigate the content validity of Basic Competence Test (BCT) in English, hoping to verify whether or not the test reaches what the tester claims to test, and further promote a better understanding of BCT toward teachers, students, educators and the public. This study adopts both qualitative and quantitative analyses. Fifty-one qualified junior high school teachers examine the relationship between BCT’s items and curricular instruction from textbook coverage, instruction, evaluation, and item difficulty. They also offer their perceptions toward BCT from the content domain the tester claims to test, i.e. the general and specific objectives of Curriculum Standards, test principles from the BCT Center, and Core Competence Indicators. Aiken’s Validity Index checks if items are significantly content valid. Computing the correlation coefficient between 1204 students’ academic scores of monthly tests for three years at four schools and BCT’s raw scores does the quantitative analysis. The result of this study indicates that first BCT items have high accordance with curricular instruction. Second, students’ performance at school correlates highly to that on BCT. Third, what the BCT Center claims to test is highly acclaimed by the junior high school teachers. In other words, BCT’s content validity is established.

本研究旨在調查九年一貫課程實施後，台北縣市國中英語教科書的使用現況及國中英語教師對這些教材的意見。 　　本研究主要探討的為：(1)國中英語教師選用新版教科書時所強調的標準,（2)各校英語教科書的評選委員與評選程序，(3)國中英語教師對新版英語教科書的滿意度與意見，包括學生習作與教師手冊，(4)更換教科書的原因與結果。 　　研究對象為五十七所國中的兩百五十三位英語教師。根據問卷調查，目前台北縣市的國中英語教科書有六個版本。 　　根據資料分析，得到以下主要的發現: 1. 在選教材時，英語教師所秉持的標準依序為合乎課程標準，教材內容，主題多元性，字彙數量，活動設計，插圖，版面，教師手冊，出版商的售後服務、聲望，教科書的第一印象，出版商為教師舉辦的研習，作者的學識等。 2. 各校的評選委員主要由英文老師組成，大多數學校評選教科書的程序為瀏覽各版本教科書，邀請出版商舉辦說明會，及舉行評選會議 。 3. 根據本研究所收集的資料顯示，大多數教師普遍上皆滿意九年一貫課程的新版教科書，但約有一半的教師認為內容太多、太難是他們所遭遇到的最大問題。 4. 根據所收集的資料顯示，有五所學校在第二學期更改教科書。教師們對第一學期所用的教科書不滿意的主要原因為教材內容非常難，內容組織不佳，及課與課之間缺乏連貫性。在更換新教科書後，大部分教師發覺之前教材所衍生的問題都解決了。因此大多數教師在更改教科書後覺得較滿意。 / This study aims to survey English textbook selection of junior high schools in Taipei City and Taipei County after the implementation of the Nine-year Integrated Curriculum and explore English teachers' opinions of these textbooks. This study focuses on the following issues: (1) the criteria highlighted by English teachers when evaluating the new textbooks, (2) the committees and the procedure of English textbook selection in each school, (3) the junior high school English teachers' satisfaction with and opinions about the contents of the new teaching materials, including students’ workbooks and teachers' manuals, (4)the reasons for teachers’ changing textbooks and its consequences. The recruited subjects are 253 junior high school English teachers from 57 schools. According to the questionnaires, there are 6 versions of textbooks used in junior high schools in Taipei City and Taipei County. After data analysis, the main findings are obtained as follows: 1.The criteria highlighted by English teachers when selecting the new textbooks are the correspondence to the curriculum standards, the contents, and a variety of themes. Considered important in sequence to the teachers who responded are the amount of vocabulary, the design of activities, the illustrations, the layout, the content of the teacher’s manual, and the level of service offered by the publisher, the publisher’s reputation, the first impression of the textbook, workshops provided for teachers by a publisher and the expertise of authors. 2.The selection committee in each school is mainly composed of the English teachers and the selection of English textbooks in most schools are done in the procedure of reviewing textbooks, inviting publishers to present their textbooks, and holding selection meetings. 3.According to the questionnaires collected in this study, most teachers were generally satisfied with the new textbooks developed for the Nine-year Integrated Curriculum. The most obvious problem with these new textbooks, according to the questionnaires, is that about half of the English teachers' dissatisfication with too much and too difficult content in the material. 4.Based on the questionnaires, five of the schools change textbooks in the second semester. The main reasons for the dissatisfaction with the first semester textbooks are that the textbooks are overly difficult, poorly organized, and lacking in continuity between lessons. After changing to new textbooks, most teachers find that the problems are solved. Therefore, most teachers are more satisfied after changing the textbooks.