本研究旨在探討臺灣的「數位教科書」，瞭解其教學設計的現況與問題。本研究先依據文獻探討結果將教學設計界定在活動設計、教學資源與評量回饋等面向，再透過內容分析，瞭解數位教科書教學設計的功能，並訪談三家教科書出版業者及五位國小實務教師，探究數位教科書之教學設計情形及其問題。研究發現，數位教科書受限學校軟硬體環境、製作成本及教師接受度等因素，出版業者傾向服務教師甚於教學設計之專業考量，學生與教科書之間缺少互動與串連；評量回饋方面，缺少啟思或探究型問題。建議政府應建立引領數位教科書發展之機制、出版業者建置後端平臺與服務資源、激勵民間業者發展學用版數位教科書及重視教師數位素養的培育與進修。

This paper describes the current situation of and problems with Taiwan’s digital textbooks. It first reviews the literature and details instructional design and activity design, which includes activity design, teaching resources, evaluation and feedback. It then reveals the functions of and problems in digital textbook instructional design through content analysis and interviews of three textbook publishers and five elementary school teachers. Because of limitations of school hardware and software, production costs, teacher acceptance, and other factors, digital textbooks tend to help teachers more than professional instructional design does; thus, students tend to lack connection to and interaction with digital textbooks. Furthermore, learning assessment sections require more inspiration- and inquiry-based questions. We recommend that the government establish a mechanism for guiding the development of digital textbooks, ask publishers to build back-end platforms and service resources, encourage publishers to develop digital textbooks for learning, and promote digital literacy cultivation and teacher training.