有鑑於素養導向的教學須同時兼顧學科的知識與技能（即本文所指的微觀），以及學科知能的發展脈絡與相互連結（即本文所指的宏觀），以期默化態度的形成，故推論教科書內容也須同時兼顧微觀與宏觀的設計。本文附和「語言學轉向」所觸發的四種文本分析方法：（古典）內容分析、故事分析、論述分析、論辯分析，揣度其分析對象的特徵，提議做為素養導向教科書的設計方針。為能進一步闡釋此初步試探的意涵，本文以七年級的數學教科書為例，從數學的精熟練習、問題情境、教學語言、物件名稱與概念膠囊等課題，提出五項在微觀與宏觀上可資研討的對象。

We came up with the idea that textbooks should be designed with analytic and holistic considerations in mind because of the realization that literacy-oriented teaching shall inevitably take care of the following two ends simultaneously. The analytic end that indoctrinates the individual pieces of knowledge and skills, and the holistic end that cultivates the favorable attitudes by connecting the pieces into contexts. As for the approaches of text analysis that suit our purposes, we followed the linguistic turn. It is our suggestion that the four approaches of text analysis could be converted into guidelines for literacy-oriented textbook design. In order to elaborate on the plan, we drew examples from the seventh grade mathematics.