本文探討國際眼中的臺灣意象，透過他者理論為評判基礎，提出「他者論述分析類目架構」，檢視美國教科書是否在帝國主義主僕關係與國家分類等級地位的影響下呈現西方中心的他者論述？本文問題意識在於批判國際教科書中臺灣意象之位置，樣本選取美國中小學社會領域教科書六冊，針對教科書再現的臺灣意象進行文本分析，歸納臺灣意象主題包括地理、歷史、政治、文化、經濟等各面向配置情形。研究發現，美國教科書中的臺灣意象，在地理方面再現「依附中國」論述，歷史方面是「分裂中國」論述，政治文化方面以民主自由開放多元展現「脫離中國」論述，經濟方面則呈現「超越中國」論述。而「他者論述」下的臺灣意象包括殖民、邊陲、奴僕、排除等，針對他者論述的反省思維有助於抵抗西方霸權的集體認同、改善國際雙邊理解，進而有機會對臺灣新意象進行話語重構。

To promote bilateral understanding of international education, this article examines international views of Taiwan's image, using ＂the other＂ theory as its critical foundation, to see if American textbooks reveal western-centered perspectives under the imperialist influence of master-slave relations and national rankings. This study is aimed at critiquing the position of Taiwan portrayed in international textbooks based on a selection of six primary and secondary school world history and geography textbooks. First, we analyzed Taiwan's image as represented in the textbooks and classified its image into the following categories: geographical, historical, political, cultural, and economic. This paper concludes several discourses on Taiwan's image in American textbooks: ＂attaching China＂ discourse represented in geography, ＂splitting China＂ discourse in historical aspects, ＂detaching from China＂ discourse in political and cultural aspects in terms of democratic freedom and multiculturalism, and ＂beyond China＂ discourse in the area of economic development. Othering discourses of colonization, periphery, slaves, and exclusion are also represented in the textbooks. Reflective thinking on ＂the other＂ helps to resist the collective identity of western hegemony and improve international bilateral understanding, so as to reconstruct new discourses on Taiwan's image.