教科書是教學的基本材料，包含官方知識，是教師們和學生們的資源。出版商根據課程來設計教科書。中國2017年出版的高中英文課綱強調培養高中生的英文閱讀理解能力。因為閱讀理解策略對閱讀理解能力有提高的作用，所以需要研究教科書包含哪些閱讀理解策略。本研究旨在探討由人民教育出版社在2019年出版的高中英文教科書中閱讀理解題目所包含的閱讀理解策略。本研究採用內容分析方法，使用10年級、11年級和12年級的7本教材進行資料分析。每個單元的閱讀與思考中，閱讀前和閱讀後共233個閱讀理解問題被仔細研究。研究者使用八種閱讀理解策略為分析框架。研究者和兩位共同分析者按照編碼方案對這些問題進行編碼。這八種策略被劃分為高階思維技能和低階思維技能。本研究結果顯示，人教版高中英文教科書中包含八種閱讀理解策略。閱讀理解策略的分佈情況是不均衡的。低階思維能力占主導；但是隨著教科書級別的提高，高階思維能力的比例在增加。教科書編輯應該設計多樣化題型來填補缺失的策略。教師應該按照教科書中包含的閱讀理解策略來教學生理解文本的內容。

Textbooks are fundamental materials of instruction and contain official knowledge as a resource for teachers and students. Publishers design textbooks based on curricula. The curriculum published in 2017 in China emphasizes developing students’ reading comprehension. Reading comprehension strategies help improve reading comprehension, but the way reading comprehension strategies are embedded in textbooks needs to be examined. This study aims to investigate the reading comprehension strategies embedded in the reading comprehension questions presented in the senior high school English textbooks published by the People’s Education Press. This study utilizes a content analysis methodology. Seven textbooks for students in Grades 10, 11 and 12 were used for data analysis. In total, 233 reading comprehension questions were presented in the pre-reading section and after-reading section of each unit’s reading and thinking section. These questions were closely examined. Eleven reading comprehension strategies were used as the framework for data analysis. The researcher and two co-raters rated the questions following a coding scheme. Then the eleven strategies were divided into higher-order thinking skills and lower-order thinking skills. The findings show that eight reading comprehension strategies are embedded in the textbooks. The distribution of reading comprehension strategies changes as the book level rises. Lower-order thinking skills were dominant; however, as the book level increases, so does the percentage of higher-order thinking skills. It is suggested that the editors of such textbooks should design different types of questions to fill in the missing strategies in the future. As for teachers, they should follow the reading comprehension strategies embedded in the textbooks to teach students reading comprehension.

Abowitz, D. A., & Toole, T. M. (2010). Mixed method research: Fundamental issues of design, validity, and reliability in construction research. Journal of Construction Engineering and Management, 136(1), 108-116. https://doi.org/10.1061/(ASCE)CO.1943-7862.0000026
Ackerman, D. (1990). Book club in a box: A natural history of the senses. Vintage Books.
Afflerbach, P., & Cho, B. Y. (2009). Identifying and describing constructively responsive comprehension strategies in new and traditional forms of reading. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 69-90). Routledge.
Afflerbach, P., Pearson, P. D., & Paris, P. (2017). Skills and strategies: Their differences, their relationships, and why they matter. In M. Kouider (Ed.), Improving reading comprehension through metacognitive reading strategies instruction (pp. 33-50). Rowman & Littlefield.
Ajideh, P. (2003). Schema Theory-Based Pre-Reading Tasks: A Neglected Essential in the ESL Reading Class. The Reading Matrix: an International Online Journal, 3.
Alshumaimeri, Y. A., & Alzyadi, M. S. (2015). Using material authenticity in the Saudi English textbook design: A content analysis from the viewpoint of EFL teachers. Advances in Language and Literary Studies, 6(2), 229-241. https://doi.org/10.7575/aiac.alls.v.6n.2p.229
Amalia, A. R., & Devant, Y. M. (2016). The use of questioning strategy to improve students’ reading comprehension. ELLITE: Journal of English Language, Literature, and Teaching, 1(2).
Anderson, L. W., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
Ask two types of after-reading questions. (2022, January 25). SMEKENS. https://www.smekenseducation.com/ask-two-types-of-after-reading-questions/
Hansen, J., & Pearson, P. D. (1983). An instructional study: Improving the inferential comprehension of good and poor fourth-grade readers. Journal of Educational Psychology, 75(6), 821–829. https://doi.org/10.1037/0022-0663.75.6.821
Babbie, E. R. (2020). The Practice of Social Research. Cengage learning.
Baig, S., Javed, F., Siddiquah, A., & Khanam, A. (2021). A content analysis of English textbook of Punjab textbook board of grade 8 in Pakistan. SAGE Open, 11(2), 1-8. https://doi.org/10.1177%2F21582440211023159
Berelson, B. (1952). Content analysis in communication research. Free Press.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals by a committee of college and university examiners (Handbook I: cognitive domain). Longmans Publishing.
Budd, R. W., Thorp, R. K., & Donohew, L. (1967). Content analysis of communications. Collier-Mac.
Byrd, P., & Schuemann, C. (2014). English as a second/foreign language textbooks: How to choose them-how to use them. In M. Celce-Murcia, D. Brinton & M. A. Snow (Eds.), Teaching English as a second or foreign language (pp. 380-393)., National Geographic Learning.
Celce-Murcia, M., Brinton, D., Snow, M. A., & Kathleen, G. (2014). Teaching English as a second or foreign language. National Geographic Learning.
Cheng, T. Y. (2019). The cultural contents in high school English textbooks in Taiwan [Doctoral dissertation, Tamkang University]. The Free Library. https://www.thefreelibrary.com/An+evaluation+of+junior+high+school+English+textbooks+in+Taiwan.-a0221850901
Churches, A. (2010). Bloom’s digital taxonomy.
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46. https://doi.org/10.1177%2F001316446002000104
Creswell, J. W. (1999). Mixed-method research: Introduction and application. In G. J. Cizek (Ed.), Handbook of Educational Policy (pp. 455-472). Academic Press.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Davidson, D. (1978). What metaphors mean. Critical Inquiry, 5(1), 31-47. http://www.jstor.org/stable/1342976
Ellis, E. S., & Graves, A. W. (1990). Teaching rural students with learning disabilities: A paraphrasing strategy to increase comprehension of main ideas. Rural Special Education Quarterly, 10(2), 2-10.
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
Ena, O. T. (2013). Visual analysis of e-textbooks for senior high school in Indonesia [Doctoral dissertation, Loyola University Chicago]. Loyal eCommons. https://ecommons.luc.edu/luc_diss/513/?utm_source=ecommons.luc.edu%2Fluc_diss%2F513&utm_medium=PDF&utm_campaign=PDFCoverPages
Febrina, F., Usman, B., & Muslem, A. (2019). Analysis of reading comprehension questions by using revised Bloom’s taxonomy on higher order thinking skill (HOTS). English Education Journal, 10(1), 1-15. http://www.e-repository.unsyiah.ac.id/EEJ/article/view/13253
Freahat, N. M., & Smadi, O. M. (2014). Lower-order and higher-order reading questions in secondary and university level EFL textbooks in Jordan. Theory & Practice in Language Studies, 4(9), 1804-1813. https://doi.org/10.4304/tpls.4.9.1804-1813
Gilet, J. W., & Temple, C. (1994). Understanding reading problems: Assessment and instruction (4th ed.). Harper Collins.
Grave, K. (2014) Syllabus and curriculum design for second language teaching. In M. Celce-Murcia, D. Brinton & M. A. Snow (Eds.), Teaching English as a second or foreign language (pp. 380-393)., National Geographic Learning.
Harvey, M. (2012). Reading comprehension: Strategies for elementary and secondary school students. Lynchburg College Johnson.
Hashemnezhad, H. (2015). Qualitative content analysis research: A review article. Journal of ELT and Applied Linguistics, 3(1), 53-62. https://silo.tips/download/qualitative-content-analysis-research-a-review-article
He, N. (2010, August 5). Rush to learn English fuels quality issues. China Daily. https://www.chinadaily.com.cn/china/2010-08/05/content_11098499.htm
Hock, M., & Mellard, D. (2005). Reading comprehension strategies for adult literacy outcomes. Journal of Adolescent & Adult Literacy,49(3), 192-200. https://doi.org/10.1598/JAAL.49.3.3
Hopper, C. H. (2015). Practicing college learning strategies. Cengage Learning.
Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687
Hu, W. L. (2020). Analysis of Taiwanese high school English textbooks: Focusing on English as a lingua franca in relation to the Twelve-Year Basic Education Curriculum Guidelines [Unpublished master’s thesis] National Tsing Hua University.
Igbaria, A. K. (2013). A content analysis of the WH-Questions in the EFL textbook of “Horizons”. International Education Studies, 6(7), 200-224. https://doi.org/10.5539/ies.v6n7p200
Initiative, T. R. (2002). Comprehension Instruction. Austin: Texas.
Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices. Institute of Education Sciences.
Keene, E. O., & Zimmermann, S. (1997). Mosaic of thought: Teaching comprehension in a reader’s workshop. Heinemann.
Keenan, L. H., & Haight-Keenan, L. (2012). Textbook pedagogy: Some considerations. The Classical World, 106(1), 117-121. http://www.jstor.org/stable/24700017
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212-218. https://doi.org/10.1207/s15430421tip4104_2
Krippendorff, K. (2018). Content analysis: An introduction to its methodology. SAGE Publications.
Larson, J., Allen, A. R., & Osborn, D. (2010). Curriculum and the publishing industry. In B. McGraw, E. Baker, & P. Peterson (Eds.), International encyclopedia of education (3rd ed., pp. 368-373). Elsevier.
Liang, T. H. (2020). Investigation of pragmatic elements in junior high school English textbooks and teacher’s manuals [Doctoral dissertation, Tamkang University]. Airiti Library. https://www.airitilibrary.com/Publication/alDetailedMesh1?DocID=U0002-0503202010054700
Lindkvist, K. (1981). Approaches to textual analysis. In K. E. Rosengren (Ed.), Advances in content analysis (pp. 23-42). Sage.
Lorimer, R. (1984, April 23-27). Defining the curriculum: The role of the publisher [Paper presentation]. American Educational Research Association, New Orleans, LA, United States.
Luo, A. (2019, July 18). What is content analysis and how can you use it in your research? Scribbr. https://www.scribbr.com/methodology/content-analysis/
Magnusson, C. G., Roe, A., & Blikstad‐Balas, M. (2019). To what extent and how are reading comprehension strategies part of language arts instruction? A study of lower secondary classrooms. Reading Research Quarterly, 54(2), 187-212. https://doi.org/10.1002/rrq.231
Manimozhi, G., & Srinivasan, P. (2018). A meta synthesis of content analysis approaches. American Journal Education Research, 6(6), 632-637. https://doi.org/10.12691/education-6-6-8
Mason, L. H. (2013). Teaching students who struggle with learning to think before, while, and after reading: Effects of self-regulated strategy development instruction. Reading & Writing Quarterly, 29(2), 124-144.
Mayring P. (2020) Qualitative inhaltsanalyse. In G. Mey & K. Mruck (Eds.), Handbuch qualitative forschung in der psychologie. Springer, Wiesbaden.
McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica, 22(3), 276-282. https://hrcak.srce.hr/89395
McNamara, D. S. (2011). Measuring deep, reflective comprehension and learning strategies: Challenges and successes. Metacognition and Learning, 6(2), 195-203. https://doi.org/10.1007/s11409-011-9082-8
McNeil, L. (2011). Investigating the contributions of background knowledge and reading comprehension strategies to L2 reading comprehension: An exploratory study. Reading and Writing, 24(8), 883-902. https://doi.org/10.1007/s11145-010-9230-6
McTavish, D. G., & Pirro, E. B. (1990). Contextual content analysis. Quality and Quantity, 24(3), 245-265. https://doi.org/10.1007/BF00139259
MOE. (2017). The English Curriculum Guidelines of High School -English Curriculum Guideline (Pu Tong Gao Zhong Ying Yu Ke Cheng Biao Zhun). People’s Educational Press.
Moreillon, J. (2007). Collaborative strategies for teaching reading comprehension. American Library Association.
O’Neill, R. (1982). Why use textbooks? ELT journal, 36(2), 104-111.
Ortony, A. (2012). The role of similarity in similes and metaphors. In A. Ortony (Ed.), Metaphor and thought (2nd ed., pp.342-356). Cambridge University Press.
Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175. http://dx.doi.org/10.1207/s1532690xci0102_1
Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary educational psychology, 8(3), 293-316.
Paris, S. G., Wasik, B. A., & Turner, J. C. (1991). The development of strategic readers (Vol. 2). Hillsdale, NJ, England: Lawrence Erlbaum.
Paulson, E. J., & Armstrong, S. L. (2009). Situating reader stance within and beyond the efferent–aesthetic continuum. Literacy Research and Instruction, 49(1), 86-97. http://doi.org/10.1080/19388070902736821
Prado, L., & Plourde, L. A. (2011). Increasing reading comprehension through the explicit teaching of reading strategies: Is there a difference among the genders? Reading Improvement, 48(1), 32-44. https://www.semanticscholar.org/paper/Increasing-Reading-Comprehension-through-the-of-Is-Prado-Plourde/8eadfab34c8c4e721b6d50d0063473beb0370e30
Prasad, B. D. (2008). Content analysis: A method in social science research. In D. K. Lal Das & V. Bhaskaran (Eds.), Research methods for social work (pp. 173-193). New Delhi Rawat.
Pressley, M. (2002). Metacognition and self-regulated comprehension. In A. E. Farstrup, & S. J. Samuel (Eds.), What research has to say about reading instruction (3rd ed., pp. 291-309). International Reading Association.
Pressley, M., & Afflerbach, P. (2012). Verbal protocols of reading: The nature of constructively responsive reading. Routledge.
Qasrawi, R., & BeniAbdelrahman, A. (2020). The Higher and Lower-Order Thinking Skills (HOTS and LOTS) in Unlock English Textbooks (1st and 2nd Editions) Based on Bloom’s Taxonomy: An Analysis Study. International Online Journal of Education and Teaching, 7(3), 744-758.
Ritchhart, R., & Perkins, D. (2008). Making thinking visible. Educational leadership, 65(5), 57.
Raqqad, Y. M. A., & Ismail, H. H. (2018). Analyzing the Reading Questions of AP12 Textbook According to Bloom’s Taxonomy. International Journal of Education, Psychology and Counseling, 3 (22), 84-94
Riazi, A. M., & Mosalanejad, N. (2010). Evaluation of learning objectives in Iranian high-school and pre-university English textbooks using Bloom’s taxonomy. TESL-EJ, 13(4), 1-16. https://www.researchgate.net/publication/235982527_Evaluation_of_learning_objectives_in_Iranian_high-school_and_pre-university_English_textbooks_using_Bloom’s_Taxonomy
Richards, J. C. (2006). Materials development and research-making the connection. RELC Journal, 37(1), 5-26. https://doi.org/10.1177%2F0033688206063470
Rodrigues, E. N. (2015). Curriculum design and language learning: An analysis of English textbooks in Brazil. [Doctoral dissertation, Andrews University]. Digital Commons at Andrews University. https://digitalcommons.andrews.edu/dissertations/1/
Rosenblatt, L. M. (1994). The reader, the text, the poem: The transactional theory of the literary work. SIU Press.
Rourke, L., & Anderson, T. (2004). Validity in quantitative content analysis. Educational Technology Research and Development, 52(1), 5-18. http://www.jstor.org/stable/30220371
Sapoetra, J. (2020). An analysis of local content in the local English textbooks in Indonesian high schools. Journal of Physics: Conference Series, (1477)4. https://doi.org/10.1088/1742-6596/1477/4/042023
Scharlach, T. D. (2008). START comprehending: Students and teachers actively reading text. The Reading Teacher, 62(1), 20-31. https://doi.org/10.1598/RT.62.1.3
Spence, P. R. (2004). On the reporting of reliability in content analysis. Journal of Modern Applied Statistical Methods, 3(1), 234-238. https://doi.org/10.22237/jmasm/1083371100
Stone, P. J., Dunphy, D. C., & Smith, M. S. (1966). The general inquirer: A computer approach to content analysis. M.I.T. Press.
Taboada, A., & Guthrie, J. T. (2006). Contributions of Student Questioning and Prior Knowledge to Construction of Knowledge from Reading Information Text. Journal of Literacy Research, 38(1), 1–35. https://doi.org/10.1207/s15548430jlr3801_1
Tang, S. J. (2013). Gender equality in English textbooks and teacher awareness of gender bias in junior high school EFL education [Doctoral dissertation, Tamkang University]. Tamkang University Institutional Repository. http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/86906
Trabasso, T. & Bouchard, E. (2001). Teaching Readers How to Comprehend Text Strategically. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based practices (1st., pp.176-200). The Guilford Press.
Valizadeh, M. (2021a). The effect of reading comprehension strategies instruction on EFL learners’ reading anxiety level. International Journal of Education, 9(1), 53-58. https://doi.org/10.34293/education.v9iS1-May.3999
Valizadeh, M. (2021b). Instructing reading comprehension strategies: Effects on EFL learners’ self-efficacy in reading. International Journal of Education, 9(1), 69-73. https://doi.org/10.34293/ education.v9iS1-May.4001
Webb, E. T., Webb, E. J., Campbell, D. T., Schwartz, R. D., Sechrest, L., & Grove, J. B. (1981). Nonreactive measures in the social sciences. Houghton Mifflin.
Weber, R. P. (1990). Basic content analysis. Sage Publications.
White, M. D., & Marsh, E. E. (2006). Content analysis: A flexible methodology. Library Trends, 55(1), 22-45. http://hdl.handle.net/2142/3670
Wilson, T. S., & Carlsen, R. L. (2016). School marketing as a sorting mechanism: A critical discourse analysis of charter school websites. Peabody Journal of Education, 91(1), 24-46.
Zimmerman, S., & Keene, E. O. (1997). Mosaic of thought: Teaching comprehension in a reader’s workshop. Portsmouth, New Hampshire’s: Heinemann.
Zimmermann, S., & Hutchins, C. (2003). 7 keys to comprehension: How to help your kids read it and get it! Three Rivers Press.