高中「臺灣史」課程在民國九十四年修訂公布的《普通高級中學課程暫行綱要》後正式實施，因為歷史課程標準的訂定造成很大爭議和歧見，因此決定研究此「暫行綱要」中臺灣歷史教材內容和過去歷史教科書的差異，另方面現今台灣在經濟上和對岸貿易的頻繁交流，因此藉由「清領臺灣前期經濟」教材部分內容來分析探討。 藉由八十八年「審定本」實施的六個書局的和九十五年「審定本」實施 的七個出版社，討論高中歷史教科書基本架構之比較研究，檢視兩個學年度所實 施的幾個版本教科書外在基本架構的優缺點。關於「清領臺灣前期經濟」教材實 質內容比較從漢人移民的遷徙、漢人拓墾、漢番隔離、土地制度、主要農作物、 郊行。觀察各家版本的「審定本」高中歷史教科書是否能符合史實，編者觀點是 否公正客觀、擺脫平鋪直敘的論敘、史料運用的豐富與否。 「審定本」各版本之間仍然有一定的差異，但比較符合現今多元文化觀與社會價值，且在敘述上也大都能有條理、文字通暢、用詞簡潔，且課本所提供的問題討論，也能啟發學生、有助提升教學的效果，因此，新編的「審定本」大致上能符合教學的效能，提供學生具備一定的歷史專業知識。 The curriculum of “Taiwan History” in senior high schools has been officially launched after the amendment and promulgation of the《General Provisional Guidelines for Ordinary Senior High School Curriculum》in 2005. However, due to the establishment of history curriculum standard that has caused many disputes and different interpretations; thus, the author has decided to conduct a study on the difference between the contents of teaching materials for Taiwan History in the “Provisional Guidelines” and the previous history textbooks. In addition, adopted the contents of the teaching materials for the “Economy in Early Period of Ching Ruling” to conduct the analysis and exploration for the frequent exchange of trading activities between Taiwan and Mainland China. Furthermore, took the “Reviewed Edition Textbook” that implemented by six bookstores in 1999 and seven publishers in 2006, to study the comparative research on the basic framework of the history textbooks for senior high schools, and investigate on the excellence and defect of the external basic framework between several editions that implemented for 2 academic years. Along with the comparison of the substantial contents for the teaching materials of “Economy in Early Period of Ching Ruling” that included the migration of Han immigrants, cultivation of Han people, segregation in Han community and native, land system, major crops and business groups to review each history textbook edition of “Reviewed Edition Textbook” for every publisher whether their textbooks conformed to the historical fact; their editors’ viewpoint were fair and objective; their textbooks got rid of straightforward narration; and their textbooks applied plentiful historical materials or not. However, difference is certainly existed between each edition of “Reviewed Edition Textbooks”, but they are relatively conformed to the current diversified cultural views and social values. Most textbooks are also able to orderly, smoothly and concisely express, narrate and describe the text, and the part of question discussion that provided by these textbooks not only can enlighten students but also helpful to improve the teaching effectiveness; as a result, the newly edited “Reviewed Edition Textbook” is approximately conformed to the teaching efficiency and provided students with having certain professional knowledge of history.