This research was executed for obtaining a thorough knowledge of the vocabulary frequency, the difficulty of reading， theme, genre and the culture contents of the senior high school English textbooks by analyzing and comparing three versions: Oxford English version from Shanghai， Far East version from Taiwan and Longman & Witman versions from Macau. In this research， Comparative Analysis was adopted. The researcher set up some items and developed suitable methods for this research by reviewing documents and relevant literatures. The measurements applied in this study included “Frequency Band，， in Collins Cobuild English Dictionary (2000)， “Lix Formular，，by Bjornsson (1968). According to relevant literatures and three versions, the classification tables of themes, genres and culture contents are designed by the researcher. The results are as follows: 1. The vocabulary frequency of Longman & Witman versions is the lowest. The vocabulary frequency of Oxford version is higher than Far East version. In addition，the number of vocabulary in Far East is more than the other two. The number of vocabulary in Oxford version is more than Longman & Witman versions. 2. Texts in Oxford version are more difficult than Far East version whereas texts in Longman & Witman versions are the most difficult. As to the arrangement of the texts，both Oxford and Far East versions are organized starting from easy to hard. However，there is no designated formation for Longman & Witman versions because these two versions were edited by different publishers. 3. For the theme settings，the coverage of Oxford and Far East versions reached 82. 14% whereas Longman & Witman reached 65. 22%. The Far East version uses literatures and life styles as the core themes through the whole version; however，the other two do not have designated core themes. 4. Except Longman & Witman versions，the other two versions presented both general article categories and literature categories. No version covers all of the nine genres. The coverage of text genre in Far East version is higher than Longman & Witman versions whereas the coverage of text genre in Oxford is the highest. Expositions and Narratives are the predominant genres in all three versions. This indicates that distribution of genres is imbalanced. 5. Different version has different preference of culture contents. In regional culture categories, Oxford and Far East versions focus on World Culture while Longman & Witman versions focus on Native Culture. Information Culture is the major culture contents in Longman & Witman versions whereas both Information Culture and Achievement Culture are the dominant genres in Far East version. 6. Due to similar colonized history and culture between Hong Kong and Macau, using combined version from Hong Kong as the textbook in Macau is a reasonable choice. However, in many aspects of the combined version, there exist some problems， such as how to connect and integrate the Longman version and Witman versions etc. In accordance to the results of this study, suggestions for English curriculum， English teachers, English textbooks and future researchers are provided in the conclusion. It is hoped that such a study can contribute to the reform of English curriculum， selection and adaption of English textbooks in Macau.

本研究旨在分析比較澳門、臺灣和上海三地高中英語教科書的内容，以瞭解 兩岸三地高中英語教科書在字彙常用度、課文可讀性、主題分類設定、體裁分類 設定及文化内涵等五個方面的異同點。 本研究採用比較分析法，通過記述、解釋、並置和比較四個階段展開研究。 首先參考並探討國内外相關文獻，確定本研究的主要方案，建立本研究的研究工 具，進而分析比較三地英語教科書内容的異同點。本研究針對三地使用比例較高 的三個版本高中英語教科書：上海牛津版、臺灣遠東版和澳門朗文偉文版教科 書。内容分析分為五個部份：一為字彙常用度的研究，依據Collins Cobuild English Dictionary (2000)中的字彙常用帶加以分析；二為課文可讀性，根據 Bjornsson (1968)提出的Lix可讀性公式對課文加以分析，以平均數和標準差說 明課文的難易度；三為課文主題設定研究，自定類目表呈現各主題在各教材中的 分佈情形；四為課文體裁設定分析，自定類目表呈現各體裁在各教材中的分佈情 形；五為通過地域文化和文化内容兩個方面研究課文文化内涵，根據Martin Cortazzi和Lixianjin (1999)的文化地域分類以及自定内容文化類目表呈現各教材文化內涵。在各版本高中英語教科書中，呈現的內容具有相當的差異性，本研究主要發現如下： 一、各版本高中英語教科書的字彙常用度以牛津版最高，遠東版次之，朗文偉文版最低。在字彙總量方面，遠東版最大，牛津版次之，朗文偉文版最小。 二、 各版本高中英語教科書的課文難度以朗文偉文版最高，牛津版居中，遠東版最 低。牛津、遠東版課文大致由簡到難編排，但朗文偉文版課文難度編排呈無序狀，組合教材是影響課文難度編排主要的原因。 三、各版本高中英語教科書課文主題設定：牛津版、遠東版課文主題覆蓋率 相同，達82. 14%，而朗文偉文版略低，為65. 22%。遠東版以文學作品、生活方 式主題為橫貫整套教材的核心主題，其他版本均無核心主題。 四、各版本高中英語教科書課文體裁設定以牛津版體裁覆蓋率最高，遠東版次之，朗文偉文版最低。說明文、記敍文為各版本共同涉及且比例最高兩種體裁，牛津、遠東版既有一般文章體裁也有文學作文體裁，而朗文偉文版文學作品體裁比例極少 。 五、各版本高中英語教科書課文文化内涵：牛津版、遠東版均以世界文化為文化為主，而朗文偉文版則以母語文化為主。牛津版、朗文偉文版的主要文化內容為資訊性文化，而遠東版為資訊性文化和產物性文化兩種。 六、澳門採用香港朗文偉文版組合教材作為高中英語教材，具有一定的合理 性，因為澳門與香港有較為相似的殖民歷史和殖民文化，但組合教材在字彙常用 度、課文可讀性、課文主題等方面脫離澳門學生的實際情況，存在著教材與學生 以及兩種教材間的銜接、統整問題。 根據上述研究結果，本研究對英語課程、英語教科書、英語教師及未來研 究者提出了幾點建議，希望能為澳門學校英語課程改革、教科書的甄選、改編， 為出版商編寫本土英語教科書提供參考。