本研究旨在探討運用多文本閱讀與概念圖活動提升台灣六年級學生歷史觀點取替能力的成效。研究主題聚焦於「皇民化運動」與「二次世界大戰」兩大歷史議題，選取台灣北部三個班級共73名學生為研究對象。其中兩班（49人）進行「皇民化運動」主題學習，探討台灣人與日本人在皇民化政策下的不同立場與回應；第三個班（24人）則進行「二次世界大戰」主題學習，理解軸心國與同盟國在二戰時的立場選擇與多元觀點。 研究進行前測與後測比對、K-W-L學習模式(知-想-學)個人讀寫，並以多文本閱讀、小組討論及概念圖繪製活動作為主要教學策略。研究旨在引導學生整合各種歷史資訊，培養批判性思考與多元視角的歷史觀點。 綜合前後測數據與個人讀寫內容結果顯示，在「皇民化運動」主題中，學生以現代觀點直接評價歷史事件的傾向顯著降低，並逐漸能從歷史人物角色及歷史脈絡理解事件；在「第二次世界大戰」主題中，學生歷史脈絡理解能力呈現提升趨勢，但以現代觀點直接評價歷史事件的傾向亦有所增加，顯示戰爭議題較容易引發學生以現代價值觀進行歷史判斷。 整體而言，多文本閱讀結合概念圖活動有助於學生整理多文本資訊、建構歷史理解，惟不同歷史主題因議題性質不同，對學生歷史思維發展所產生的影響亦有所差異。;This study aims to investigate the effectiveness of using multiple text reading and concept mapping activities to enhance the historical perspective taking of sixth-grade students in Taiwan. The research focuses on two major historical topics: the Japanization Movement (Kōminka Movement) and the Second World War. A total of 73 students from three classes in northern Taiwan participated in the study. Two classes (49 students) engaged in the topic of the Japanization Movement， exploring the differing positions and responses of Taiwanese and Japanese people under Japanization policies; the third class (24 students) studied the Second World War， examining the multiple perspectives and choices of the Axis Powers and the Allied Powers during wartime. The study employed pretest and posttest comparisons， as well as individual K-W-L (Know–Want to Know–Learned) reading and writing activities. The main instructional strategies included multiple-text reading， group discussions， and concept mapping activities. The goal was to guide students in integrating diverse historical information and developing critical thinking and multiperspective reasoning within the context of historical inquiry. The combined results of the pretest–posttest comparisons and the individual reading and writing responses indicated that， in the Kōminka Movement unit， students became less likely to evaluate historical events directly from a present-day perspective and gradually developed a better understanding of historical events through the perspectives of historical actors and their historical contexts. In the Second World War unit， students demonstrated improvement in their understanding of historical contexts; however， they also showed a greater tendency to judge historical events from present-day values， suggesting that war-related topics are more likely to evoke present-oriented moral judgments. Overall， the findings indicate that integrating multiple-text reading with concept mapping activities helps students organize information from multiple texts and construct historical understanding. However， different historical topics may influence the development of students′ historical thinking in different ways because of their distinct historical characteristics.
