教科書中的知識反映著價值選擇與權力運作的結果，臺灣史在國小教科書的比重隨著課程改革的趨勢而增加，但其中隱含的意識型態爭議如何被處理？歷史知識在教材中的呈現方式是否仍符應優勢地位者的主張？本文檢視國小五年級社會教科書中的臺灣史內容與課程目標的適配情形，並透過教師在教學實務中的省思，探討教師應如何透過專業的課程詮釋和教學轉化，幫助學生從歷史教學中習得批判思考、價值判斷與問題解決等能力。結果發現臺灣史教材在敘事結構和歷史時期的畫分上，需要教師補充整體的歷史脈絡，對於異族「他者」的再現方式需要教師引導學生理性批判，絕對肯定且無頇質疑的知識假定需要教師協助學生走向反省思考，在國家認同意識的培養方面，也需要教師幫忙學生澄清觀念。因此，除了教科書文本論述的重要性，教師的教學轉化可發揮出更為實踐層次的影響力。

The knowledge in the textbooks reflects the results of value options and power functioning. The proportion of Taiwanese History in elementary schools’ textbooks is with increasing trends in curriculum reform, but how has the implicit ideology controversy been handled? Whether or not the historical information illustrated in teaching materials still conforms and corresponds to dominants’ assertion? This paper examines the contents of Taiwanese History portrayed in the fifth grade Social Science textbooks and the adaptation strategies to the curriculum objectives. From teachers’ reflection on their practical teaching experiences, author also investigates how teachers should utilize their professional interpretation and transformation in teaching history classes to help students enhance their capabilities in critical thinking, value judgment, and problem solving. The results uncovered the facts that the portions of narrative structure and the division of history periods in the current Taiwanese History textbooks require teachers to integrate historical contexts by adding more information in classes. With regard to the representation of interracial ―others,‖ teachers need to guide students for rational critiques. Concerning the absolute and certain knowledge assumption, teachers should assist students in self-examining their reflection and thinking. Additionally, in terms of cultivating national identity awareness, teachers must help students clarify their concepts. As a result, in addition to the importance of textbook discourses, teachers’ transformation in teaching can exert more influence on a practice level.