2018年教育部公布《十二年國民基本教育社會領域課程綱要》，在國家層級課程綱要中，首次宣示了轉型正義教學之必要，而教科書應如何處理較能落實轉型正義的理念？如何敘寫威權體制下的迫害？如何記憶、理解創傷歷史事件？如何引導糾紛的化解及和解？成為回應社會體制改革、落實轉型正義，實踐課程革新的焦點。國際上已有不少威權體制轉型後國家著手處理前制度下非正義、非人道之議題，例如德國、南非，探討這些國家的教科書作法進而萃取案例，或可提供臺灣教科書編寫與研發之參考借鏡。據此本研究第一年希冀提出落實轉型正義理念的教科書分析架構，裨益轉型正義的推動；第二年就此原則架構，分析檢視臺灣高中歷史教科書的內容與設計，並分析德國、南非的教科書作法及案例，探討其如何在教科書中處理轉型正義問題，除了回饋修正分析架構，也提供臺灣教科書編寫與研發之參考借鏡。

　　In 2018, the Ministry of Education published “Social Studies Curriculum Guidelines of 12-Year Basic Education,” declaring the importance of teaching transitional justice in the national curriculum guideline for the first time. How do textbooks implement the idea of transitional justice? How do we narrate the persecution under the authoritarian regime? How do we remember and understand traumatic historical events, and lead conflicts to reconciliation? These concerns are the focuses of the attempts to respond to social reform, implement transitional justice, and improve the curriculum. Many countries which underwent democratization have already dealt with the injustice and inhumanity under their previous authoritarian governments, such as Germany and South Africa. This study explores the textbooks of these countries. Their cases may offer reference to textbook edition and creation for Taiwan to learn from. In the first year, this study aims to propose a textbook analysis framework to implement ideas of transitional justice, benefiting the promotion of transitional justice. In the second year, this framework will be adopted to analyze and examine the content and design of high school history textbooks in Taiwan. Cases of textbooks in Germany and South Africa will also be analyzed to explore how they address the issues of transitional justice. The case study not only produces feedback for revising the analytic framework, but also offers references that can help improve textbooks in Taiwan.