本研究旨在探討國中英語教師對於英語教科書開放的想法及教師教材評鑑、選擇的經驗。經採用立意選樣，本研究訪談六位合格的國中英語教師。研究者以「開放式訪談問題」和「訪談引導」為主要工具來進行訪談。所有的訪談資料都經過逐字轉錄，然後以敘說方式呈現。 本研究的主要發現如以下所述。第一，研究者辨認出三大要素來闡述國中英語教師對於英語教科書開放的想法：（一）開放為改變的動力，（二）努力自我調適，（三）期望補救措施。第二，研究者提出三個主題來說明國中英語教師教材評鑑、選擇的經驗：（一）預測性評估的限制，（二）使用後評估的重要性，（三）教科書選擇的參與性的過程。 根據上述研究結果，研究者提出對國中英語教師，政府單位，教科書編纂者，出版商，及未來研究之建議。

The current study was done to explore junior high school English teachers' perceptions of the liberalization of the authorized English textbook selection and their experience of textbook evaluation and selection. The researcher interviewed six certified junior high school English teachers in Taiwan. In order to choose the six subjects, purposive sampling procedures were used. The researchers utilized the open-ended interview questions together with the interview guide as the instruments to conduct the interviews. All the data were transcribed and presented in a narrative manner. The findings are summarized as follows. First, three major themes were identified to capture teachers' perceptions of the liberalization of the authorized English textbook selection: (a) decentralization as a dynamic for change, (b) striving for adjustments, and (c) expecting remedial actions. Second, the researchers proposed three major themes to characterize teachers' experience of textbook evaluation and selection: (a) limitations of predictive evaluation, (b) importance of retrospective evaluation, and (c) participatory process of textbook selection. Based on the findings, the researchers offer several suggestions for the junior high school English teachers, the government authorities, the textbook writers, the publishers, and future research.