本研究針對新舊課綱各版本高中化學教科書課後習題認知階層分布狀況及高低層次批判思考分布
比例進行分析，並比較十二年國教實施後新舊課綱課後習題之認知階層比例及高低層次批判思考
比例之差異性。研究採用內容分析法並使用卡方同質性檢定及卡方適合度檢定加以比較，結果顯示：
(一)新舊課綱各版本課後習題認知層次分布皆不均衡，且分布百分比極為懸殊，主要分布於
「記憶」、「了解」、「應用」、「分析」四個層次，「評鑑」和「創造」則相對地偏低。
此外各版本間在「記憶」、「了解」、「應用」、「分析」層次分布比例相關性，舊課綱
分布比例不相同，新課綱則相當一致。若以各版本本身認知層次分布來看，新舊課綱各版
分布比例都呈現不相同，有顯著地差異。
(二)新舊課綱各版本課後習題高低層次批判思考分布皆不均衡，大多為「低層次批判思考」，
「高層次批判思考」比例並不高，大約介於18%至28%，明顯低於專家學者建議之合理範圍
35%至50%。此外各版本間在「高低層次批判思考」分布比例相關性，舊課綱分布比例不
一致，新課綱則相當一致。若以各版本本身「高低層次批判思考」來看，新舊課綱各版都
呈現不相同，有顯著地差異。
(三)新舊課綱課後習題在認知層次分布比較上，新課綱各版之「了解」、「評鑑」題占比皆提
升，「應用」則皆下降，而「記憶」、「分析」、「創造」部分則有升、有降不一致。在
新舊課綱各版本身認知層次部分，南一版、泰宇版、翰林版分布比例是相同的，只有龍騰
版不一致。而在「高低層次批判思考」分布比例比較上，新課綱泰宇版、翰林版「高層次
批判思考」題占比皆增加，龍騰版、南一版則皆減少。至於新舊課綱各版本身「高低層次
批判思考」部分，龍騰版、泰宇版及南一版分布比例是一致的，只有翰林版比例不同有所
改變。
最後根據研究結論提出建議，以作教科書編修者、教師及未來從事相關研究者之參考。

This research aims at the distribution of the cognitive class and the high-low order critical thinking in the appendix problems of the high school chemistry textbooks between the new and old curriculum guidelines, and compares the differences between the cognitive class and the high-low order critical thinking in the appendix problems of the high school chemistry textbooks between the new and old curriculum guidelines after the 12-year basic education. The study uses the content analysis and uses the test of homogeneity and the test of goodness of fit to compare. The result shows that：
(1)The distribution of the cognition class in the appendix problems
between the new and old curriculum guidelines is uneven, and the
distribution ratio are extremely different. It is distributed in
four orders of "remember", "understand", "apply" and "analyze",
while "evaluate" and "create" are relatively low. In addition,
there is a proportional correlation among each version at
the "remember", "understand", "apply", and "analyze" orders. The
distribution ratio of the old curriculum guidelines is not the
same, but that of the new curriculum guidelines is quite
consistent. If we look at the distribution of the cognive class
among each version, the distribution ratio between the new and
old curriculum guidelines is different, which are significantly
different.
(2)The distribution of the high-low order critical thinking in the
appendix problems of the high school chemistry textbooks between
the new and old curriculum guidelines is unevenly distributed,
most of which are "low order critical thinking." The ratio
of "high order critical thinking" is not high, ranging between
18% and 28%. This is significantly lower than the reasonable
range recommended by the experts and scholars, that is 35% to
50%. In addition, the distribution ration of the “high-low order
critical thinking” among different versions is related. The
distribution ratio of the old curriculum guidelines is
inconsistent, while that of the new curriculum guidelines is
quite consistent. From the perspectives of “high-low order
critical thinking”, the new and old curriculum guidelines
are different, which shows significantly different.
(3)In the comparison of the distribution between the new and old
curriculum guidelines in the cognitive class, the "understand"
and "evaluate" questions of each version in the new curriculum
guidelines have increased, and the "apply" questions have
declined, while the parts of "remember", "analyze", and "create"
are either rising or falling inconsistently. In the cognitive
class of each version between the old and new curriculum
guidelines, the distribution ratio of the Nani version, the Taiyu
version, and the Hanlin version is the same, with only the
Lungteng version inconsistent. In terms of the distribution ratio
of " high-low order critical thinking", the questions of "high
order critical thinking" in the new curriculum of "Taiyu version"
and "Hanlin version" both increased, while the Lungteng and the
Nani version both decreased. As for the "high-low order critical
thinking" of each version between the old and new curriculum
guidelines, the distribution ratio of the Lungteng version, Taiyu
version and Nani version is the same. Only the proportion of the
Hanlin vertion has changed.

Finally, the suggestions are based on the research conclusions, which can be used as a reference for textbook editors, teachers, and future
researchers.

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