本研究針對三本通過國立編譯館審定高中電腦教科書，分析其在介紹中央處理單元(CPU)概念時，所涵括的範圍、概念呈現的架構、概念精緻化的情形、及內容正確性。研究採內容分析法，以三本通過國立編譯館審查之高中電腦教科書做為研究樣本，並發展「概念圖繪製原則」與「精緻化分析表」做為本研究之分析工具。為提高研究信度，分析工作係由研究者與另一分析者共同進行。
研究結果發現，在概念涵括範圍部份：三本教科書所涵蓋的概念多屬於CPU內部結構概念，但其內容未盡符合課程標準規定；其中兩本教科書所涵蓋的概念偏多，另一本教科書則略顯不足。在概念呈現架構部份：三本教科書呈現中央處理單元概念順序大多由內部結構切入；其中有一本教科書概念架構過於鬆散。在概念的精緻化部份：三本教科書在介紹中央處理單元相關概念時，最常使用重申、舉例的方式精緻化，較少使用類比與輕微離題的精緻化；其中，重申精緻化常用於內部結構概念，而舉例精緻化則常用於執行效率與指令集架構的概念。此外，在內容正確性方面，三本教科書中仍有少許的錯誤。

In this research we examined the CPU concept presented in three MOE (Ministry Of Education) endorsed high school computer textbooks. The presentation of CPU concept was analyzed from four perspectives: its scope, its conceptual structure, its use of elaborations, and its correctness. Concept map and a self-developed elaboration check table were the primary tools used in the analysis. To ensure the reliability of the analysis, two raters first rated the concept presentation independently, and then discussed on their differences to reach final agreement. Our findings revealed that two of the textbooks covered too many ideas on presenting the concept; while as one covered too few ideas, compared to the high school computer curriculum outlines set by MOE. All three textbooks presented CPU concept starting with its hardware components, that is CU (Control Unit), ALU (Arithmetic/Logic Unit), registers, and etc. One textbook scattered the concept over different chapters and did not organize it in a cohesive way. With respect to the elaborations used in elaborating the concept, most fell into the categories of restatement and examples, but few in analogy or slight digression category. All the textbooks presented the CPU concept without major deficiencies, although a few errors were existed in each of them.

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