本論文旨在探討當前高中英文教科書中問題與思考活動的知識型態與認知層次，研究結果可作為高中英文教師挑選教科書之參考，以符合學生當前及未來的需求。
教育的一大目標在於培養學生的思考能力。九九課綱實施後，思考能力與創意均需融入英語教學，是故新版教科書依循最新課網，試圖將許多與思考相關的問題與活動納入書中，以助學生培養深層思考能力。
布魯姆認知分類向來是統合思考能力的重要工具，提供一個具體的架構，讓學生能於教學現場培養思考能力。本文根據布魯姆認知分類修訂版，分析了五個版本的英文教科書，共計有1510個問題與活動，其中以遠東（陳版）有最多與思考能力有關之問題或活動，接下來依次為遠東（施版）、龍騰、南一與三民。
　　就知識型態而言，事實知識最為普遍，約有八成的問題屬於此類，次多的依序是後設認知與概念知識，而所有教科書幾乎都沒有涵蓋程序知識。然而，五個版本的教科書中，對於知識型態之排序並無明顯的共同趨勢。
就認知過程而言，問題和活動多半著重於「記憶」層次，其次依序為「理解」、「分析」、「評鑑」和「創造」，而「應用」層次最為少見。
低階思考能力項目的比重相當高，高階思考能力項目約只佔25%。整體而言，遠東（施版）的高階思考能力項目比例最高，龍騰版本的最低。就兩項低階思考能力而言，在其中四個版本中，第二冊中「理解」項目的比例比第一冊高。然而，就四種高階思考能力而言，第一冊與第二冊未有顯著差別。
最後，根據研究發現，本文亦提出教學建議，以供教科書編著者及英文科教師參考。

The study aims to probe into knowledge types and cognitive levels of questions and thinking activities in the current senior high English textbooks in Taiwan. Research results can serve as a reference for high school English teachers to select the textbooks to suit their students’ current and future need.
Fostering students’ thinking skills in classrooms has always been an important aim of education. In the implementation of the 2010 Guidelines for Senior High School English Curriculum, incorporation of thinking skills and creativity into English language pedagogy is required. New textbooks have incorporated numerous questions and activities to help students develop higher-level thinking skills.
Bloom’s taxonomy has been an important tool in organizing thinking skills, providing a very concrete structure that helps foster the development of thinking skills in the classroom. Based on the Revised Bloom’s Taxonomy, a total of 1510 questions and activities in five series of textbooks are analyzed. Textbook FEC shows the largest number of thinking-skill items, followed by Textbook FES, LT, NI and SM.
In knowledge dimension, factual knowledge is the most widespread, and around eighty percent of the questions and activities belong to this category. The following top two are meta-cognitive knowledge and conceptual knowledge. Procedural knowledge is the type that can hardly be detected in current textbooks. However, no explicit tendency in ranking can be found across the five sets of textbooks.
In cognitive process, questions and activities at the Remember level account for the highest proportion, followed by Understand, Analyze, Evaluate and Create. Apply is the category that was scarcely identified across the five sets of textbooks.
Lower-order thinking-skill items prevail over higher-order ones, which account for around 25 percent among all. On the whole, Textbook FES has the highest proportion of higher-order skills, while Textbook LT has the least. In the two lower-level skills, the proportion of Understand items increases from Book 1 to Book 2 in four sets of textbooks. However, for each of the four higher-order cognitive processes, no significant difference is found between the two volumes.
Finally, based on the research findings, some pedagogical implications are provided in the study for textbook writers and language teachers.

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