國中英語教師評價英語教科書設計符應課綱之觀點

Evaluation of English Textbook Design: Perspectives from Junior High School English Teachers

本研究旨在了解國中英語教師評價教科書設計符合課綱理念的情形，主要採用問卷調查法，蒐集1,057名教師對英語教科書在教材設計及語言學習構面上符合課綱的看法。研究結果顯示，國中英語教師對教科書符合課綱理念持正向且肯定的看法，且在教材設計構面的符合程度高於語言學習構面，而向度比較上則呈現「文本與編排＞學習與評量」及「詞彙句構＞溝通功能」。此外，教科書版本、地區與年資對教師評價無顯著影響，教師對教科書在文本編排、詞彙句構上符合課綱理想的評價比較高，反之，對學習評量與溝通功能上，特別為促進後設認知反思、差異化適性學習，以及寫作、口語表達與語境化發音練習等產出性溝通能力的培養，評價最低。最後，研究者依據研究結果，提出兩項建議以改善教科書設計。

This study examines how junior high school English teachers evaluate the alignment between textbook design and national curriculum guidelines. Using a questionnaire survey, responses from 1,057 teachers were analyzed across two dimensions: material design and language learning. Results show that teachers generally hold positive views, with higher alignment in material design than in language learning. The alignment patterns showed “text and organization” rated higher than “learning tasks and assessment”, while “vocabulary and sentence structure” rated higher than “communicative functions”. Further analysis found no significant differences based on textbook versions, regions, or teaching experience. Teachers gave the highest alignment ratings to “text and organization” and “vocabulary and sentence structures”. The lowest ratings were for “learning tasks and assessment” and “communicative functions,” particularly in the area of metacognitive reflection, adaptive learning, and productive skills such as writing, speaking, and contextualized pronunciation. Based on the findings, the study offers two recommendations to improve textbook design.