本研究旨在從多元的觀點來分析臺灣社會教科書中的霧社事件。 採內容分析作為研究方法，在研究信度與效度部分，本研究類目的擬 定採取賽德克族、漢族、日本政府觀點的相關文獻，進而發展出本研 究之分析類目，並請三位評分員，進行信度分析。在教科書取樣的部 分，研究者選取國小五、六年級、國中一年級社會學習領域教科書以 及高中一年級歷史教科書，一共38 冊進行分析；在分析結果方面，探 究社會教科書中霧社事件的呈現情形，以及探討教科書中的霧社事件 在多元觀點中的啟示。研究結論有二：（1）教科書僅簡述霧社事件， 無呈現完整事件的成因、經過與結果；（2）教科書中的霧社事件，多 從漢人觀點出發，易造成學生建構出偏狹的知識。最後，提供教材編 撰者，能以多元的觀點來設計與詮釋之建議。

This study mainly explores from a multicultural perspective the Wushe Incident as it is presented in social studies textbooks in Taiwan, using the content analysis as research method. In the study of reliability and validity, this study employed literature on Seediq, Han, Japanese government views to develop categories and invited three raters to analyze reliability. Researchers selected 38 books for analysis, including fifth and sixth-grade social studies textbooks, junior high social studies textbooks, and high school history textbooks. This study explored descriptions of the Wushe Incident in social studies textbook and revelations concerned with the Wushe Incident in social studies textbook using multiple perspective analysis. The following conclusions were reached (1) Descriptions of the Wushe Incident in textbooks were simple and failed to present the complete cause as well as the development and consequences of the incident (2) Descriptions of the Wushe Incident in textbooks were told from the viewpoint of Han and this can easily cause students to construct a narrow understanding of the event. Finally, based on the conclusions reached, the researchers provided suggestions for textbook editors.