閱讀能力是語言能力之一，也是人們獲得知識的主要管道。本研究的目的在於探討現行高中英文教科書中閱讀選文後的「閱讀理解問題」與「問題與討論」，是否已然符應108課程綱要的精神。針對閱讀理解問題，本研究以英語文綱要高中階段的「閱讀」的各項學習表現，逐一檢視「閱讀理解問題」。選文後的「問題與討論」，涵蓋閱讀後的延伸探討及思考能力的培養，與108課程綱要的素養精神貼近；因此，本研究以英語文綱要高中階段的核心素養，逐一檢視「問題與討論」所觸及的素養面向。
與學習表現有關題目的分析，顯示3-V-7, 3-V-8 and 3-V-10佔四個版本教科書的最大比例。3-V-13及 3-V-15分別佔第2及第3 大的比例。與項目3-V-14有關的題目則沒有出現在課本中。這結果顯示了基礎閱讀能力的培養仍舊是學校語言教育的主流。在核心素養方面，B1-S-U則是四個版本中的討論問題中最需使用的能力，C3-S-U及C1-S-U則分別佔第2及第3 大的比例，這顯示了語言教育仍舊重視學習者語言技巧的使用, 並能流暢及精確的傳達他們的想法。
最後本研究針對分析結果，提供教師，教科書編撰者及未來研究一些建議。

Reading ability is one of the core language skills, representing a major way in which people acquire knowledge. The purpose of the present study is to investigate in the current senior high school English textbooks whether the reading comprehension questions and questions for discussion after the selected texts adhere to the principles of the Curriculum Guidelines of 12-year Basic Education. In terms of reading comprehension questions, the research examined every question with the items about reading abilities that students should acquire in upper secondary school education. As for questions for discussion, they cover extension discussion and the development in thinking abilities. These abilities are similar to the core competencies in the Curriculum Guidelines of 12-year Basic Education. As a result, the research examined questions for discussion to explore which items of core competencies that the questions for discussion get involved.
Based on the results of learning performance, on average Items 3-V-7, 3-V-8 and 3-V-10 comprised the largest proportion in the textbooks. Item 3-V-13 ranks second and Item 3-V-15 third. No questions regarding Item 3-V-14 were found. The frequent occurrence of Items 3-V-7, 3-V-8, 3-V-10, 3-V-13 and 3-V-15 reflects that the cultivation of basic reading skills is still prevalent in high school. In light of core competencies, on the whole Item B1-S-U was the most dominant in the four sets, while C3-S-U takes second and C1-S-U third. This shows that language education still emphasizes the application of language skills and the delivery of learners’ ideas fluently and accurately. The result also reveals that cultural issues remain at the heart of language learning.
Finally, in accordance with the research findings, implications for language teachers and textbook writers are provided, as are suggestions for future research.

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