本研究採用以視覺設計文法為理論基礎之內容分析法，運用視覺設計文法之三大後設功能，亦即概念後設功能、人際後設功能及語篇後設功能，進行質性研究之研究設計。研究者針對臺灣國小國語教科書原住民族相關課文版面及版面中的臺灣原住民族圖像進行編碼及分析。本研究目的有四：一、探究不同版本國小國語教科書中之臺灣原住民族圖像設計；二、探究不同版本國小國語教科書中之臺灣原住民族圖像視角；三、探究不同版本國小國語教科書中之臺灣原住民族課文版面視角；四、探究不同版本國小國語教科書中，臺灣原住民族課文版面結構之版置意義。研究發現：一、南一、康軒及翰林版的臺灣原住民族圖像設計，在圖像的結構上差異不大，且均重視透過圖像傳遞訊息來呼應課文內容，以幫助國小學童學習；二、南一、康軒及翰林版的臺灣原住民族圖像，在人際關係營造上較為疏離，讀者不易透過圖像，建立與文本之間的親近關係；三、南一、康軒及翰林版之臺灣原住民族課文版面，在原住民族作者的課文版面中，視角均為原住民族視角，內容強調原住民族自我認同；而非原住民族作者的課文版面中，視角均為文化觀察者視角，內容強調原住民族認同及原住民族文化特色；四、南一、康軒及翰林版之臺灣原住民族課文版面，以兩極化結構最多，並透過上文下圖的編排設計形式，為學生創造更穩定的視覺效果。

The study adopted the content analysis methods which based on the grammar of visual design. The researcher used the grammar of visual design’s three metafunctions, namely ideational metafunction, interpersonal metafunction, and textual metafunction which conducted the research design for the qualitative study. The researcher coded and analyzed the Indigenous text layouts and Indigenous images in Taiwan elementary school Mandarin textbooks. The purpose of the study was four-fold: 1. To explore the design of Taiwan Indigenous images in elementary school Mandarin textbooks between different versions. 2. To explore the perspectives of Taiwan Indigenous images in elementary school Mandarin textbooks between different versions. 3. To explore the perspectives of Taiwan Indigenous text layouts in elementary school Mandarin textbooks between different versions. 4. To explore the Taiwan Indigenous text layouts’ composition of meaning in elementary school Mandarin textbooks between different versions.The findings were as following: 1. The Taiwan Indigenous images’ design of Nani, Kang Hsuan, and Han Lin which was little difference in the structure of the images, and it attached importance to the transmission of messages through images to echo the content of the text to help the elementary school students learn. 2. The Taiwan Indigenous images of Nani, Kang Hsuan, and Han Lin alienated in the creation of interpersonal relationships, which were not easy for readers to establish close relationships with the text through images. 3. In the text layouts of the Indigenous authors, the perspectives were all from the Indigenous people, and the content emphasized the self-identity of the Indigenous people. Additionally, in the text layouts of non-indigenous authors, the perspectives were from the cultural observers, and the content emphasized the identity, and the cultural characteristics of the Indigenous people. 4. The Taiwan Indigenous text layouts of Nani, Kang Hsuan, and Han Lin were with the most polarized structures, and through the layout design of the text above and the images below which created more stable visual effects for students.