本研究目的在探討國小學生對教科書生物腐化圖文之解讀。利用自行開發之半結構式晤談工具及開放性問卷，探討國小六年級學生對教科書生物腐化圖文解讀。研究對象為中部地區國小六年級學生共10 名。研究工具由研究者及國小老師共同研發並經專家效化。研究方法為根據國小自然教科書生物腐化圖文內容分析後 ，選取之個別物件腐化圖片、原頁去文圖片、以及原頁圖文等，進行半結構式晤談、開放性問卷施測及部分個案之事後晤談。由收集之資料分析學生對教科書生物腐化圖文之解讀。研究者間資料分析一致性達90%。研究結果顯示：教科書中的生物腐化圖文單元中圖片所佔面積較文字多。學童對全為腐化現象之教科書圖 片解讀持有之依據以顏色居多；在非食品圖片的解讀多為「髒、舊」，對於食品圖片的解讀則是多為「發霉」。學童多採「試圖整合」策略解讀去文綜合圖片。學童對教科書生物腐化原頁圖文的解讀則多採取「以文為主」的解讀方式。本研究國小學生對教科書生物腐化圖文解讀的研究結果，可供小學相關生物腐化概念 課程的編輯和教師生物腐化概念教學之參考。

The purpose of this study was to investigate primary students’ interpretation of textbook inscription about decay. Subjects were 10 primary students selected from elementary school located in middle Taiwan. Semi-structured interview task and open-ended questionnaires were developed and validated by a group of science educator and elementary teachers. Interview data and open- ended questionnaires were coded and analyzed by researcher and two graduate students independently, and an inter-rater reliability of 90% was achieved. Results indicated that there were more diagrams than texts in textbook inscriptions about decay. Students' interpretations of textbook inscriptions about decay were based on color. Students’interpretations of diagrams were varied on non-food decay and food decay. Students tended to use integration strategy to interpret diagrams without texts. Students tended to use texts to interpret textbook inscriptions about decay. Finally, some suggestions were made for textbook editors and teaching on decay concept.