本研究從關懷和平教育和國際理解的觀點出發，檢視西班牙教科 書中的臺灣意象。分析對象為中學階段社會領域教科書，分析的架構 取自IMPACT-SE 與UNESCO等國際上用以分析教科書中和平教育意 涵的判準，輔以後殖民理論的視角。研究發現，第一，西班牙教科書 中能識別臺灣意象，惟其關注點在1949 年前後的政治轉變，對於曾經 的殖民，以及晚近的民主發展，並無著墨，而對於臺灣的稱號則出現 許多不同意涵的命名。凡此顯示西班牙教科書對於臺灣的介紹，實不 脫以偏概全、以同化異的選擇性東方論述。第二，教科書以相對於「共 產黨中國」的「國民黨中國」為經，進行敘寫，且點到離開聯合國為 止，出現資料短少且缺誤的情形。第三，教科書雖能呈現戰爭或衝突 的實況，卻缺乏對戰爭意義的探討，未能刻劃和平教育的積極意涵。

Out of concern for international understanding and peace education, this study set out to investigate how Taiwan was depicted in Spain’s textbooks. Social studies textbooks in junior and senior high schools were selected. The analysis framework was adopted from IMPACT-SE and UNESCO, with some viewpoints from post-colonialism. It was found that Taiwan, though once a colony of Spain, was not treated as such in the textbooks. To be more precise, Taiwan seemed to only exist after 1949 as the Republic of KMT and was juxtaposed with Communist China, and the democratization process since the mid-70s was not mentioned. Secondly, given the aforementioned inadequacies, the contents of the textbooks were incomplete, if not incorrect. Thirdly, conflicts and wars were reported in such a way that it failed to acknowledge the significance of peace, let alone peace education. Finally, some implications were proposed for the future research and textbook writings based on the findings.