本研究旨在探討臺灣高中歷史教科書宣布走入審定制後，在三十年的歷史教育改革進程中，臺灣族群論述之變遷軌跡。「課程綱要」作為課程之根本，不僅是國家知識體系的呈現，更象徵國家如何定義自身定位與社會現狀。因此，每逢課程綱要修訂，歷史科往往在政治、媒體與社會層面挑起敏感的國族認同爭議，而族群論述的詮釋權，更頻繁成為各界論戰的核心衝突點。 在上述核心主旨下，本文以三個時期的課程改革為研究背景，分析在不同課綱修訂與社會風氣的影響下，族群論述如何經歷「從無到有」、「從初淺到深化」，以及當課程架構出現大幅改動時，教科書如何重新尋覓並安置各族群在國家知識架構中的定位。本研究嘗試釐清教科書中族群論述的變化趨勢，及其在不同時代脈絡下與社會風氣的互動關係。 研究方法採取文獻分析與人物訪談法。首先以文獻分析為主要軸線，透過歷次課程綱要及各版教科書文本，剖析各階段教育改革的時代背景、政策影響，以及族群敘事在教科書現場的實際展現。此外，考量到歷史修訂過程中的部分資訊可能因行政不公開等因素而未見於現存文獻，本研究特輔以人物訪談法，透過對事件參與者與決策當事人的口述紀錄，補足研究材料之空缺，進而更完整地還原三十年來臺灣歷史教育變遷的面貌。 本研究之成果，不僅希望分析當代臺灣高中歷史教科書中族群論述的趨勢與挑戰，亦期盼從教育史觀點，思考以「多元」自居的臺灣社會，將如何在更快速的人口結構變動中，兼顧不同族群的處境與變遷，並作為未來教育改革及政策擬定時的參考。;This study explores the evolution of ethnic discourse in Taiwan’s senior high school history textbooks over thirty years of educational reform following the transition to the textbook screening system. As the foundation of the national knowledge system， "Curriculum Guidelines" symbolize how the state defines its identity and social reality. Consequently， revisions to these guidelines—particularly in history—often spark sensitive national identity debates， with the interpretive authority over ethnic discourse serving as a primary point of contention. Framed by three distinct periods of curriculum reform， this thesis analyzes how ethnic discourse transitioned from "absence to presence" and from "superficiality to depth" amid shifting social climates. It further examines how textbooks relocate ethnic groups within the national knowledge framework during major structural changes， clarifying the interactive relationship between discourse trends and the broader social atmosphere. The research utilizes document analysis and personal interviews. By analyzing successive curriculum guidelines and textbook versions， the study dissects the historical background and practical manifestation of ethnic narratives. To address information gaps caused by administrative non-disclosure， interviews with key participants and decision-makers are used to reconstruct a more complete record of Taiwan’s history education reforms. The findings analyze contemporary trends and challenges in ethnic discourse while offering a historical perspective on how a "diverse" society can adapt to rapid demographic shifts. Ultimately， this study serves as a reference for future educational policy and curriculum development.
