本研究基於教科書審定本的開放，研究者欲探討課程標準轉化為教科書之歷程。研究目的居於：一、了解國小音樂科課程標準轉化為教科書之歷程。二、分析國小音樂課程標準轉化為教科書的影響因素。三、分析課程標準總綱至音樂課程標準的轉化情形。四、了解音樂課程標準在教科書轉化的問題。五、歸納研究結果提供音樂課程發展工作之參考。研究方法以文獻分析與訪談法為主，輔以觀察。文獻分析包括教科書及課程標準的相關論述與實證研究，以及教科書編輯的相關資料。訪談對象包括教科書編者、教科書編輯人員、出版業者、課程專家學者、音樂專家學者及國小音樂教師等。訪談大綱重點為對音樂科教科書編輯和課程標準之看法。根據研究發現獲致之結論：第一、音樂課程標準轉化為教科書的歷程主要包含編輯準備、編輯流程、決策過程三部分。編輯準備是教科書轉化的先置作業，編輯流程是教科書編輯的主體，決策過程是教科書轉化的妥協結果，三者均屬同等重要。第二、各出版社的編輯準備工作，各出版社的教科書編者較重視資料蒐集、資料研讀及理念溝通，使教科書轉化工作得以進行。但缺乏研習訓練活動，無法提升編者的教科書之知能，亦不能透過經驗傳承獲得編輯經驗，因而教科書編輯無法達成專業化發展之理想。第三、各出版社的編輯流均未完整，各有各的問題存在，如由主編主導教材大綱的編擬，缺乏諮詢教授指導，編者分 項編寫教科書和教師手冊，編者與編輯的配合呈現問題，試教修訂工作之不足。各版本的編輯流程都未完整，仍有待加強。第四、在決策過程中會因成員的教學經驗、背景、想法的差異性大小而有不同的決策方式。成員的異質性高，則會產生較大的衝突，而決策是雙方妥協的結果；成員的同質性高則較容易溝通並達成共識。召集人通常是作決策的中心，比其他編者較有權力作決定。編者群是音樂科教科書轉化的實際決策者，編者理念也常需與審查委員及課程標準妥協。第五、音樂課程標準轉化為教科書的影響因素為編輯的專業知能與精神、編輯的理念與哲學觀、課程標準的彈性、限制與問題、教科書編輯制度、教科書審查制度、教科書評鑑制度、出版社的理念與支持等，此均具有莫大的影響力。第六、教科書編者的編輯理念與哲學觀是影響教科書轉化的重要因素，其編輯理念和哲學觀不同，所呈現的教科書內容亦不相同。教科書編者應具有多元的編輯理念與哲學觀，此則有助於提升教科書的品質之提升。第七、教科書審查制度亦為影響教科書轉化的重要因素，對教科書的影響包含審查規準、審查的彈性、審查的限制、審查的問題、審查的程序等，由審查制度所衍生之問題 觀之，現行的審查制度仍未臻健全。第八、音樂課程標準在教科書轉化中佔有相當地位，亦具有莫的影響力。音樂課程標準在教科書轉化中的問題包含課程標準的彈性、課程標準的限制、課程標準的問題、課程標準的詮釋等。少部份問題有利教科書轉化之進行，而大部分的問題均對教科書轉化的進行及結果造成不利影響。第九、音樂課程轉化涉及三個階段，由課程標準的總綱轉化為音樂課程標準，再由音樂課程標準轉化為音樂教科書，各階段的轉化內容有的部分無差距存在，有的部分則有差距存在，基於對轉化差距的瞭解，教科書編者在進行教科書轉化時對課程標準的詮釋特別應慎重。最後，依據研究發現與結論分別對教育行政機關、教科書編者及編輯、教科書出版社、師資培育機關及學校提出若干建議。

The research is related to the liberalizing the authorized version of textbook, and the researcher intends to discuss about the course relating to the conversion from curriculum standard into the textbook. The research aims to understand the process and problem relating to the conversion from music curriculum standard in the primary school into the textbook, to analyze the conversion found with regard to curriculum standard outline into music curriculum standard and the factors that influence the conversion from primaryschool music curriculum standard into the textbook. The research method is mainly based on literature analysis and interview, supporting with observation. The literature analysis includes the articles relating to the textbook and curriculum standard, and pragmatic research, to collect the sort up related literature to the curriculum standard and textbookconversion, to understand the connotation and characteristics of curriculum, the process and problem during the revision and comment of textbook, teacher'sguide, etc. to give as the evidence of the research. The targets for interviewinclude textbook editors, textbook editing personnel, publishers, curriculum experts/scholars, music experts/scholars and primary school music teachers. The outline of interview is focused on the view of music subject textbook editing and curriculum standard. The researcher acts as a watcher actually to observe the conversion of the textbook by the editing team so as to deeply realized the course of textbook conversion. The conclusions are drawn as below according to the research findings: 1. The course of converting music curriculum into the textbook includes three parts - i.e. editing preparation, editing flow process and policy are equally important. 2. The editors of various publishing firms put much emphasis on data collection, information study and idea communication but the intellectual competence of the editors can not be advanced as result of lacking seminar training activity. 3. Editing process of each publishing firm is not complete and each has its own problem such as shortage of instruction from soliciting professors, the problem concerning the fitness of the editors to editing, and insufficient revision by trial teaching. 4. During the process of decision making, there will have different way of decision making because of difference in teaching experience, background and idea of the members. High heterology of the members will cause greater conflict while the decision is the result of compromise between both parties. 5. Influential factors of converting music curriculum standard into the textbook are editor's professionally intellectual competence and spirit, editing idea and value of philosophy, flexibility, restriction and problem of curriculum standard, textbook editing system, review system and evaluation system, the idea and support of publishing firms.6. Editing idea and value of philosophy for the textbook editors is a key factor to influencing the conversion of the textbook, and the contents of textbook will be varied following the different editing idea and value of philosophy. 7.Textbook review system is also a key factor to the conversion of the textbook and its influence to the textbook may include review criteria,flexibility of review, restriction of review, review problem and review procedure, etc. Current review system is not complete enough. 8. The problem arising from the conversion from music curriculum standard into the textbook includes the flexibility, restriction, problem and interpretation of curriculum standard. Few problems are favorable for the conversion of the textbook but most problems will cause negative influence to the progress and result of the textbook conversion. 9. The conversion of music curriculum has involved in three stages. And the content of conversion on each stage has no difference while some have the difference. Thus, the textbook editors should pay special attention to the interpretation of curriculum standard.Finally, some suggestions based on research findings and conclusions willbe set forth to the educational administrative agency, textbook editors and editing, textbook publishers, faculty cultivation institute and schools.