教科書長期在教師教學及學生學習過程中具有無法取代之地位，自然成為傳遞性別意識型態的重要媒介，因此檢視教科書內容是否存在性別偏見，並據以改進教科書，其重要性不言而喻。然而在這近二十餘年的國內相關教科書性別偏見研究之中，高中教科書是相對較少被檢視的，高中教科書性別偏見檢視規準之建構研究更是闕如。據此，本研究首先由過去相關研究與文獻之分析，建構適用於高中教科書性別偏見檢視之初步規準，以德懷術問卷逐步逐回合修正各規準，結果發現圖片部分共有12項主規準及17項次規準，內文部分共有13項主規準及17項次規準。最後運用層級分析法分析各規準之權重及其重要性，發現「性別刻板印象」和「性別語言偏見」較「性別偏差失衡」與「性別隱藏不見」重要。研究者期以此規準及相關建議，提供教科書出版業者、教科書審查單位、高中學科中心與教師實務可行之檢視原則與方法，並對相關研究人員未來進行高中教科書性別偏見檢視研究有所助益。

For a long period of time, textbooks have been irreplaceable in teaching and learning and become one of the most important media to propagate the gender ideology. For this reason, it is important to examine whether the textbooks contain gender bias or not. Even so, the textbooks from Taiwan senior high schools have seldom been examined over the past two decades. As such, the main purpose of the present study was to construct the criteria of gender bias in senior high textbooks. Based on the analysis of past research, the preliminary criteria of gender bias were built. With Delphi technique questionnaires, 12 main criteria and 17 subordinate criteria were built for the pictures, and 13 main criteria and 17 subordinate criteria for the context. In addition, adopting AHP questionnaire, the study found that gender stereotypes and linguistic gender bias are considered more important than gender imbalance and gender invisibility. Finally, several suggestions were made for textbook publishers, textbook review and approval committees, high school academic centers, high school teachers and future researchers.