教科書是教學的基本材料，包含官方知識，是教師們和學生們的資源。出版商根據課程來設計教科書。中國2017年出版的高中英文課綱強調培養高中生的英文閱讀理解能力。因為閱讀理解策略對閱讀理解能力有提高的作用，所以需要研究教科書包含哪些閱讀理解策略。本研究旨在探討由人民教育出版社在2019年出版的高中英文教科書中閱讀理解題目所包含的閱讀理解策略。本研究採用內容分析方法，使用10年級、11年級和12年級的7本教材進行資料分析。每個單元的閱讀與思考中，閱讀前和閱讀後共233個閱讀理解問題被仔細研究。研究者使用八種閱讀理解策略為分析框架。研究者和兩位共同分析者按照編碼方案對這些問題進行編碼。這八種策略被劃分為高階思維技能和低階思維技能。本研究結果顯示，人教版高中英文教科書中包含八種閱讀理解策略。閱讀理解策略的分佈情況是不均衡的。低階思維能力占主導；但是隨著教科書級別的提高，高階思維能力的比例在增加。教科書編輯應該設計多樣化題型來填補缺失的策略。教師應該按照教科書中包含的閱讀理解策略來教學生理解文本的內容。

Textbooks are fundamental materials of instruction and contain official knowledge as a resource for teachers and students. Publishers design textbooks based on curricula. The curriculum published in 2017 in China emphasizes developing students’ reading comprehension. Reading comprehension strategies help improve reading comprehension, but the way reading comprehension strategies are embedded in textbooks needs to be examined. This study aims to investigate the reading comprehension strategies embedded in the reading comprehension questions presented in the senior high school English textbooks published by the People’s Education Press. This study utilizes a content analysis methodology. Seven textbooks for students in Grades 10, 11 and 12 were used for data analysis. In total, 233 reading comprehension questions were presented in the pre-reading section and after-reading section of each unit’s reading and thinking section. These questions were closely examined. Eleven reading comprehension strategies were used as the framework for data analysis. The researcher and two co-raters rated the questions following a coding scheme. Then the eleven strategies were divided into higher-order thinking skills and lower-order thinking skills. The findings show that eight reading comprehension strategies are embedded in the textbooks. The distribution of reading comprehension strategies changes as the book level rises. Lower-order thinking skills were dominant; however, as the book level increases, so does the percentage of higher-order thinking skills. It is suggested that the editors of such textbooks should design different types of questions to fill in the missing strategies in the future. As for teachers, they should follow the reading comprehension strategies embedded in the textbooks to teach students reading comprehension.

TABLE OF CONTENTS
CHAPTER ONE 1
Introduction 1
Background 1
Curriculum Guidelines in China 1
Senior-High-School English Textbooks in China 3
National College Entrance Examination in China 4
Purpose of the Study 5
Research Questions 7
CHAPTER TWO 9
Literature Review 9
English Curriculum Guidelines of High Schools in China 9
Six Core Elements in the English Curriculum Guidelines 9
Thematic Contexts. 10
Genres. 10
Language Knowledge. 11
Cultural Knowledge. 12
Language Skills. 13
Learning Strategies. 13
PEP Version Textbooks 13
Introduction of the Textbooks and Levels. 13
Unit Structure. 14
Reading Comprehension Questions in the Textbooks. 15
Reading Comprehension Strategies 15
Definition of Reading Comprehension Strategies 16
Connecting. 17
Visualizing. 18
Predicting. 18
Asking Questions. 18
Answering Questions. 19
Summarizing. 19
Inferencing. 19
Evaluating. 20
Using Fix-up Options. 20
Synthesizing. 20
Bloom’s Taxonomy 21
Empirical Studies of HOTS and LOTS. 25
Summary of Bloom’s Taxonomy. 26
The Empirical Studies of Reading Comprehension Strategies 27
Summary of Reading Comprehension Strategies 28
Content Analysis 29
Definition of Content Analysis 29
Advantages of Content Analysis 30
Types of Content Analysis 30
Qualitative content analysis. 30
Quantitative Content Analysis. 30
Empirical Studies of Content Analysis 31
Summary of Content Analysis 35
Summary of Literature Review 36
CHAPTER THREE 37
Methodology 37
Research Approach 37
Research Procedures 37
Preparation Stage 37
Examining New Curriculum Guidelines. 38
Research Topic. 38
Literature Review. 38
Research Design. 38
Data Collection Stage 39
Examining Reading Comprehension Questions. 39
Data Analysis Stage 40
Analyzing Data. 40
Coding Scheme. 40
Paper Writing Stage 51
Writing the results. 51
Writing the discussion. 51
Inter-rater Reliability 51
Limitation 54
CHAPTER FOUR 55
Findings 55
Percentages of Reading Comprehension Strategies in Each Textbook 60
The Distribution of Each Reading Comprehension Strategy in Seven Textbooks 69
The Percentages of HOTS and LOTS in Reading Comprehension Strategies in Seven Textbooks 77
The Percentages of HOTS and LOTS in Reading Comprehension Strategies in Each Textbook 78
The Percentages of HOTS and LOTS in Each Textbook 83
CHAPTER FIVE 85
Discussion 85
The Three Missing Reading Comprehension Strategies 85
The Missing Strategy of Visualizing. 86
The Missing Strategy of Asking Questions. 87
The Missing Strategy of Using Fix-up Options. 87
Eight Reading Comprehension Strategies in the Pre-reading and After-reading Sections 88
Eight Reading Comprehension Strategies in Each Book 90
The Highest and the Lowest Reading Comprehension Strategies in Seven Senior High School English Textbooks 90
HOTS and LOTS in Seven Senior High School English Textbooks 91
CHAPTER SIX 93
Conclusion 93
Implications and Suggestions 96
REFERENCES 99
APPENDIX A 111
APPENDIX B 112
APPENDIX C 114
APPENDIX D 116
APPENDIX E 118
APPENDIX F 120
APPENDIX G 122
APPENDIX H 125
APPENDIX I 130
APPENDIX J 135
APPENDIX K 147
APPENDIX L 159
APPENDIX M 174

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