本文分析國民小學安可版、翰林版、巧兒版、康軒版佮真平版等五个版本台語教科書ê詞彙使用情形。阮建立微型語料庫，kā課文輸入，並且轉寫做羅馬字，kā兩種文字形式ê語料隨語詞kā對齊，開發系統做詞頻統計，探討詞型（word types）、詞次（word tokens）、台華共通詞比例、平均句長，進行低、中、高年級三个學習年段間ê比較，並且提康軒版ê三冊華語課本佮台語課本做比較。研究結果顯示，低、中、高年級三个年段ê課文，tī文字量佮平均句長差異並無大；台語課本ê文字量，kan-na有華語課本ê1/20，無啥會造成囡仔ê負擔；另外，台華共通詞比例真懸，台語佮華語ê教學會當互相幫贊。阮建議台語教科書ê審查評鑑，除了質性ê標準以外，mā會使訂一寡量化ê 標準，建立分級詞彙，來引chhoā課文編輯方向；台語教科書課文ê詞頻資料，mā會使考慮佮學生組字音字形比賽題庫相結合，予台語學習koh-khah有效率。

This paper analyzes Taiwanese textbooks in elementary schools. Five different versions, the An-kho, Han-lim, Kha-ji, Khong-hian and Tsin-ping versions, were investigated. The contents were inputted to establish a tiny corpus, transcribed in Romanized script, the texts aligned word by word. The number of word types/tokens, the percentage of the Taiwanese Mandarin common words and average sentence length were then computed. The differences among the lower, middle and upper grade were also compared. In addition, we took three volumes of the Khong-hian Mandarin textbook as examples to compare with the Taiwanese textbooks.With regard to the number of word tokens and the average sentence length, we do not find significant differences in the three different learning stages. The number of word tokens in the Mandarin textbook is 20 times that of the Taiwanese textbook. Hence learning Taiwanese should not be too burdensome for school children. Besides, the high percentage of the common words in Taiwanese and Mandarin implies that learning Taiwanese is helpful to learning Mandarin, and vice versa.On the basis of the quality criteria, we suggest that quantity criteria can be added for the selection and critique of Taiwanese textbooks. We also think it is important to establish graduated glossary lists to guide the editorial direction of the contents. As for the Taiwanese Pronunciation and Grapheme Contest in the Elementary Students' Language Competitions, high frequency words in Taiwanese textbook can be considered as a word bank for the questions, to combine with the learning of Taiwanese.