有鑑於臺灣高中課綱產生的爭議，本文旨在從歷史的本質以及學校課程的意識型態之基礎上，探究國際間各國對於歷史爭戰的處置以及教科書共構的經驗，進而提供落實多元史觀的歷史教學之建議。然而，各國歷史爭戰的持續莫過於太過堅持特定立場的歷史觀點，隨著時間的發展，優勢與弱勢立場的聲音也隨之更迭，產生爭議兩端的鐘擺效應，致使爭議依舊持續。本文以為，在歷史教學中，如確立歷史教學目標在於培養學生歷史思考能力，則教師應在官方課程確認能力培養方向上，提供適切的教材與教法，營造適合學生進行歷史思考的環境，達到提供多元史觀養成思考能力之目的。

This paper aims to explore the experiences of deal with history wars and joint construction of textbook in international on the nature of history and ideology in school curriculum and to suggest the practice of history teaching in multiple history perspectives. Overemphasis on specific history position, history wars continue to occur shifting from the conquest issue of national identity and patriotism to contest over disadvantage. Finally, such as definite the goal of history teaching with preparing students’ historical thinking capability, appropriate subject matters and methods teacher can adapt, the circumstance for students doing research or investigating history topics, and the quality of history fact, and teachers’ history literacy with history facts, history epistemology, and history moral are suggested in this paper.