本文旨在探究普通高中公民與社會教科書如何呈現多元文化議題。本文運用內容分析質性方法，以現行五種公民與社會教科書版本為對象進行分析。研究發現：一、各版本將文化概念具象化與詮釋各有差異，文化多元的論述分為異中有同、同中有異、文化拼盤三種闡釋脈絡。二、文化形式的概念結構偏本土漢族中心論述取向，但部分版本已出現混雜性概念，具文化流動的內涵。三、文化位階的概念架構偏重族群議題多於社會階級、性別等議題。四、各版本多元文化的概念立論採基進的批判取向，但文本實踐面的闡述偏向保守路線，未能深入分析衝突或文化斷裂議題，較難以達到多元文化批判解構之目的。最後，本文根據研究發現提出建議，提供高中公民與社會教科書多元文化議題編寫之參考。

This study explored how multicultural topics are articulated in ＂Civics and Society＂ textbooks for high schools. Qualitative content analysis was adopted to analyze five versions of the textbooks edited based on the 2010 national high school curriculum guidelines regarding civics and society. The findings of the study are as follows. First, the discourse contexts of the interpretation of pluralistic culture reification were classified into three patterns: different, different but the same; same, same but different; and salad bowl. Second, the discourse framework of cultural forms emphasized Han ethnocentrism in Taiwan, but concepts of cultural hybridity emerged in some versions. Third, the conceptual framework of cultural hierarchy put more emphasis on racial issues than on social class and gender issues. Fourth, the definition of multiculturalism in the textbooks adopted a left-wing approach, but the interpretation of the practice of multiculturalism employed a right-wing approach that did not discuss the structures of prejudice and discrimination. This integration gap led to difficulty in achieving the practices of multicultural revolution.