國中基礎學科素養導向教科書設計指標之建構

Construction of Competence-based Textbook Design Indicators for Core Subjects in Secondary Schools

本研究旨在建構符合素養導向之國中基礎學科教科書設計指標，供教科書編輯、審查及選用之參考。主要採修正式德菲法，輔以專家審題，蒐集學者與實務工作者之意見，結合理論與實務，建構教科書設計指標。經蒐集13名對教科書編、審、用有經驗的專家審題意見，形成一份德菲法專家問卷工具後，再由18名中央輔導團團員或教科書編審者組成的專家小組，進行三回專家問卷調查，架構出一套適用於國中基礎學科的素養導向教科書設計指標，包含「知識系統性、學習支持性、主動性、探究性、實踐性」五大向度、43項指標。最後本文提出相關建議及未來研究方向。

This study aims to develop the competence-based textbook design indicators for core subjects in secondary schools (Chinese, English, mathematics, social studies, and science), serving as a guide for textbook editing, review, and selection. The researchers employ the modified Delphi technique to gather opinions from scholars and practitioners. This approach integrates theories and practices to develop a comprehensive set of textbook design indicators. After collecting the opinions from 13 experts with experience in textbook editing and review, a Delphi technique questionnaire was formed. Subsequently, 18 exports including MOE consulting team members, textbook editors, and reviewers conducted three rounds of expert questionnaire surveys. In conclusion, a set of competence-based textbook design indicators suitable for core subjects in secondary schools was constructed. It covers five dimensions: systematic knowledge, supportive learning, initiative, inquiry, and practicality totaling 43 indicators. Finally, the paper concludes by discussing the potential application of textbook design indicators, and offering recommendations for future research.