學生中心取向教科書設計是呼應以學生為主體的全球教改趨勢。本研究旨在了解學生中心取向的特性，在國小社會教科書中的教學設計上之落實情形。首先藉由文獻探討、訪談專家學者、教科書編輯者與任課教師，歸納出六項學生中心取向的特性。其次，以這六個特性為規準，針對三個版本社會教科書進行內容分析，以探討教科書中的教學設計蘊含學生中心取向的情形，並找出具體的設計案例。這些案例再通過專家及任課教師訪談，確立出正例與非正例，並在本文中加以報導分析。本研究的最主要發現是，國小高年級社會教科書中符合學生中心取向教學設計的百分比偏低，且各版本間無顯著差異。社會教科書中以「符合學習程度」、「引發學習興趣」及「接近生活經驗」等三項學生中心特性表現稍佳；以「連結學習情境」、「多元學習媒材」及「引導自主學習」等三項特性表現最差。

This study is aimed at analyzing instructional design embedded in social studies textbooks based on student-centered approach. It mainly employed literature review and interviews with experts, editors, and teachers, to identify six characteristics of the student-centered approach. Using the six characteristics as criteria, content analysis was conducted on three series of social studies textbooks and student workbooks. Positive and non-positive cases of instructional design in textbooks were identified with student-centered approach and reported. The main findings are as follows. 1) The coverage of the six characteristics of student-centered approach in the three series of textbooks was found to be quite low and no significantly difference among them. 2) The six characteristics of student-centered approach found that ＂meeting student learning levels＂, ＂stimulating student interest in learning＂ and ＂connecting with student life experience＂ appeared more than ＂constructing learning contexts＂, ＂employing multiple learning media＂ and ＂leading into self-directed learning＂.