為了解臺灣高中生對於抗日戰爭1 （以下簡稱「抗戰」）的認知情形， 本文透過問卷調查的方式，蒐集並分析598位中上程度的高二、高三學生 對抗戰的看法，相關議題的設計包含：（一）與抗戰相關的歷史知識； （二）與抗戰相關的歷史意識；（三）與抗戰相關的歷史思維能力等三個 面向。期能藉以了解「中國現代史」教學在臺灣高中歷史教育中的現況， 並作為改進高中有關抗戰史教學之參考。 本文分為四部分，一、前言：說明研究動機、方法與目的；二、臺灣 高中歷史教科書中的抗日戰爭：分析高中課程綱要及各版教科書的相關內 容；三、臺灣高中生眼中的抗日戰爭：說明問卷問題的設計及分析問卷結 果；四、結論。 初步獲致以下幾項結論：（一）抗戰的議題深具歷史教育的功能； （二）歷史人物的評價指標趨於多元；（三）教科書應強調抗日戰爭是人 類反侵略戰爭的重要指標；（四）兩岸教科書中的抗戰史內容不宜採用口 號或教條式的論述。

In order to understand how Taiwanese high school students' attitudes/ cognitive situation toward the Sino-Japanese War, this paper will focus on analyzing questionnaire responses/data collected from hundreds of 11th and 12th graders. It is hoped to understand how Modern History of China has reflected in high school history teaching and the results can also be served as a means of improving the teaching of war history in high school. This paper will contain four parts. The first part presents the motivations, methodology and purpose of the study. The next part introduces anti-Japan wars in high school history textbooks, mainly focused on the correlation between high school history curriculum and contents in textbooks used by high school students. The third part shows the results of students' questionnaire, followed by brief conclusions and recommendations of the study. Some preliminary results obtained from analyzing students' questionnaire responses：(1) war issues have important functions on history education; (2) evaluation towards historical figures tend to be diverse; (3) history textbooks should emphasize Sino-Japanese War is an important indicator of anti-aggression; (4) contents of history textbooks should not use slogans or dogmatic discourse both in Taiwan and Mainland China.

抗戰；歷史教育；高中歷史課程綱要；高中歷史教科書

Sino-Japanese War；history education；curriculum guidelines for senior high school history；textbooks for senior high school history courses