本研究以Banks（2001a）多元群體歸屬（multiple group memberships）為理論架構，採質量併用的內容分析法探討多元文化議題融入臺灣與香港國語教科書之比較。分析樣本為2010年臺灣翰林版小學一到六年級《國語》共13冊，及2006年香港現代教育版《現代中國語文》共24冊。研究發現，臺灣與香港小學國語教科書皆已融入多元文化議題，文化多樣性彰顯在弱勢族群、成功女性、多元家庭、開發中國家、本土議題、弱勢階級、民間宗教、身心障礙，顯示臺灣與香港教科書多元文化面向已擴及Banks（2001a）的六大群體，強化多元文化教育之廣度。唯臺灣的多元文化整體樣貌較香港佳，香港僅在性別平權表現優於臺灣，臺灣與香港國語文教科書書寫文本表現較多的自由與多元論之多元文化觀點，其讚揚多樣性流露出多元論的多元文化主義，以優勢群體為書寫視角則流露了華夏中心、漢族中心、父權體制、已開發國家、優勢階級、主要宗教、健常能力等主流中心論述，暗藏保守主義的主流優勢觀點。

Based on Banks’ (2001a) theoretical framework of multiple group memberships, this paper compares the coverage of multicultural issues in primary school Chinese language textbooks in Taiwan and Hong Kong. Content analysis was used to examine how the textbooks present the issues of race/ethnicity, gender, nationality, social class, religion, and exceptionality/non-exceptionality. The results indicated both presented multicultural issues to some extent in a literalist or pluralist multicultural perspective by celebrating diversity of ethnic minorities, successful females, multiple families, developing countries, local issues, working class, folk religions and disability. However, the most content was still dominated by mainstream-centric concepts such as Han chauvinism, patriarchy, modernism, classism, ableism and orthodoxy. Overall, Taiwan’s textbooks performed better than Hong Kong’s with a greater diversity of races and ethnicities, a wider range of nations, more gender-balanced, less celebratory of the upper class, and with more differences among religions.