國家教育研究院

　　從高中歷史課綱中，可以看出培養學生審視歷史議題、分析價值性問題、培養歷史思維的契機，然而教科書如何書寫或呈現具價值性的歷史議題、如何處理倫理問題，並進而從這些事件和議題中培養學生歷史思維概念，是這一波課程改革的理想，也是對國內歷史教科書較具挑戰的部分。本研究以德法共編的高中歷史教科書「第二次世界大戰的記憶」一章為例，採教育批評取徑，運用「描述」（description）及「詮釋」（interpretation），以逐課論述方式，幫助讀者建立整體性及概括性的瞭解，再透過倫理面向的歷史思維指標試圖評價（evaluation）並歸結（thematics）本章的教材設計特色，包括從時間軸縱貫探討事件的記憶演變、運用大眾記憶的歷史題材拉近歷史與記憶的距離、透過問題設計討論倫理道德的議題，供教科書編者及教師教學參考。 

　　In high school history curriculum guidelines, there are opportunities to cultivate students’ ability to examine historical issues, to analyze value problems, and to develop historical thinking to be found; yet, how does the textbook write or present historical issues of values, how does the textbook deal with ethical issues and thus cultivating students’ historical thinking wherein, these remain the ideals of this wave of curriculum reform, and the challenge we are currently facing in the country. This research takes an educational criticism approach, with the chapter “Memory of the Second World War” from the German-Franco Joint History Textbook for High Schools as an example, using description, interpretation four lessons, to help the reader build up a comprehensive and general understanding. This research then attempts to evaluate and thematize the design of teaching materials using historical thinking guideline with an ethical dimension, including exploring the changing of the memory of events from a chronological point of view, utilizing public memory to engage reader and bridge the distance between history and memory, and discussing ethical and moral issues through question design, in hopes to contribute to future work of textbook editors and history teachers.