十二年國教課程總綱中，強調培養學生知識、情意與技能整合的核心素養。教科書設計以往
偏重內容編審，日後當積極發展美感形式做為補足，以達多元識讀的學習目標。為了解不同出版
單位，在教科書插圖風格與版式設計之特徵與脈絡上的異同，本研究設定取樣國內康軒、南一、
翰林等三家出版社、日本東京書籍以及美感細胞協會出版之國小五年級國語教科書，使用非干擾
性的內容與文本分析方法，企圖以交叉檢證策略達成質量並重與深度分析之效果。研究結果顯
示，臺日與美感教科書在插圖表現上確有不同，插圖類型、大小與留白的運用是其中最大的差
異；插圖風格上以故事場景與人物主題、攝影和水彩媒材以及卡通漫畫和實物照片形式為大宗。
國語教科書設計除了餘白手法的考量外，更應結合課程學習與教學目標，以趣味、角色、通用、
情境的表現技巧，達成普及文化美感與情意學習之效果。

In the general curriculum guidelines of 12-year basic education, the core literacy of cultivating
students' knowledge, affection and skill integration is valued. In the past, textbook design focused on
content editing. In the future, aesthetic forms should be actively developed as a complement to achieve
the learning goals of multiliteracies. In order to understand the similarities and differences in the
characteristics and context of textbook illustration style and layout design among different publishing
units, this study arranged the samples of the fifth grade elementary school textbooks of national
languages published by three domestic publishing units, including Kang Hsuan, NANI BOOK, HAN
LIN, as well as TOKYO SHOSEKI of Japan, and Aestheticell Association. The non-intrusive methods
of content and text analyses of were used to achieve the effect of equal emphasis on quality and quantity
as well as in-depth analysis with cross-validation strategies. The results show that there are indeed
differences in illustration performance between Taiwan, Japan and aesthetic textbooks. The biggest
differences are in illustration type, size and use of blank space. The illustration style is based on story
scenes and character themes, photography and watercolor media, as well as cartoons and physical photo
forms for bulk. In addition to considering the negative space technique, the design of national language
textbooks should also combine curriculum learning and teaching objectives, and use interesting, role-
based, universal, and scenario expression skills to achieve the effect of popularizing cultural beauty and
affective learning.