教育部開放了教科書的市場，並且賦予國民小學教師選用教科書的權利，而教科書卻影響了教師的教學。因此，本研究的目的在於探討九年一貫課程教科書選用考量的因素，並以國民小學四年級藝術與人文教科書選用作為主要的研究。
本研究資料包含了文獻分析、問卷調查及訪談。以桃園縣國民小學二百七一位藝術與人文教師作為研究的對象以及十七位藝術與人文教師接受更深入的訪談。歷經八個月的收集，以描述統計和卡方考驗作為資料的分析。
研究主要結論如下：ぇ學校對於教科書選用業務及運作皆屬正面且積極辦理。え藝術與人文教師對學校辦理教科書的選用過程非常清楚並能予以配合。ぉ藝術與人文教師認同選擇教科書是高度專業性的行為。お藝術與人文教師認為選書沒有壓力但時間會影響決定過程的進行。か藝術與人文教師對選書的結果感到滿意。が不同性別之藝術與人文教師在掌握統整原則、各學期教材彼此的連貫性、教科書的內容、編寫製作優良的教學指引、反映社會變遷與未來發展趨勢、提供補充讀物、考慮家長反應等七個方面達顯著差異外，其餘考量的因素並無顯著差異。き不同學歷背景之藝術與人文教師僅在考慮各學期教材彼此的連貫性、編選範圍所佔的比例方面達顯著差異，其餘考量的因素並無顯著差異。ぎ不同服務年資之藝術與人文教師除了考慮偏向以專業領域、合於課程標準所定目標教學綱要、編寫製作優良的教學指引、提供補充讚物等四個方面達顯著差異外，其餘考量的因素並無顯著差異。く不同規模之學校在考慮學生能力需要、學校人力資源與物力資源、基本技法的順序性、教科書的內容、教科書的外觀、家長的反應等六個方面達顯著差異外，其餘考量的因素並無顯著差異。ぐ藝術與人文教師在教材選用最優先考量的前三項因素中，教材內容為第一優先考量，學生能力為第二優先考量，教材連貫性為第三優先考量。
根據研究結論，本論文提出建議以供教育行政機關、學校行政、國小教師及未來研究者參考，以期在九年一貫課程藝術與人文教材選用方面能更趨於完善。

The Ministry of Education opened the textbooks market and left the selection of textbooks to elementary school teachers. The textbook dominated the content of teachers' instruction； Therefore, The purpose of this study was to explore the factors in associated with the evaluation and selection of textbook for nine-years integrated curriculum. This study focused on the factors related to the evaluation and selection of grade four art and humanities textbook.
The main sources of data included the contents analysis of literature, the questionnaires and the interview. Two hundreds and seventy-one art and humanities elementary school teachers in Tao-yuan County participated in this study, among them seventeen teachers were interviewed for further information. Data collection for this study continued for eight months. The data were analyzed by descriptive statistics and Chi-square test.
The main conclusions of this study were as follows：
1. School textbook evaluation committee member all had positive and active attitudes toward the selection of teaching materials.
2. Art and humanities teachers totally understood the process of selecting the teaching materials.
3. Art and humanities teachers agreed that the process of select textbook was a high professional decision.
4. Art and humanities teachers assumed that the time factors was the major concern when selecting teaching materials
5. Art and humanities teachers were satisfies with the outcomes selecting the teaching materials.
6. There were a significance difference on six factors influenced teachers' decisions among gender group： the integrated principles, the consistence of materials, the content, the compilation of teaching guides, the trends of social changes, the provision of supplement readings and the reactions form the parents.
7. The teachers with different majors considered the consistence of materials, and had different proportions on their teaching materials for compilation.
8. The experienced art and humanities teachers were more rely on their professional judgments, the curriculum standards, the compilation of teaching guides, and the provision of supplement readings.
9. There were a significance difference on six factors influenced decisions among school group: the consideration of students' abilities, the teaching resources, the learning sequences of the basic skills, the content, the outlook, and the reactions form the parents.
10. The factors art and humanities teachers considered in priority order included the content, the difficulty, and the consistency.
Suggestions for the educational administration, school administration, art and humanities teachers, as well as the future researchers were proposed in the final of this study looking forward to betterment on the selection of textbooks for the nine-years integrated curriculum.