以往歷史學習只重記憶歷史知識，而不是從歷史學科本質來思考如何提高學生的歷史素養。有鑒於此，Sam Wineburg等編著《像史家一般閱讀》（Reading Like a Historian）一書運用原始資料和開放式問題的教材案例，與我們12年國民基本教育之提倡歷史素養若合符節，值得我們參考並加以在地化，發展適合臺灣情境的高中歷史課堂經驗。據此，本研究以《像史家一般閱讀》為設計模型，選取臺灣高中歷史教材具關鍵性的主題或議題，試圖發展具歷史閱讀素養的教學設計，含閱讀文本、教學工具與教學策略。接著，將發展出來的教學設計運用於課堂實施，一方面探究教師運用此教學設計時所遭遇的問題與因應；另一方面探究學生於學習過程中所面臨的問題與因應，以回饋教案設計的修正與精進。綜整上述研究結果，探究歷史閱讀素養在高中歷史教學與學習的挑戰與契機，並藉此教學設計瞭解教材在教學實施過程中扮演的角色與啟示。

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　　This study attempts to refer a book edited by Sam Wineburg (Eds.) and entitled “ Reading Like a Historian”, which using raw history materials and design open-ended questions to deal with textbook case. This book is worth referring and localizing in Taiwan contextualization for high school history classroom experience. Accordingly, this study based on “Reading like a historian” design model, selecting high school history textbooks in Taiwan with key themes or issues, trying to develop instructional design based on history-literacy approach, including reading text, teaching materials and teaching strategies. Next, the high school teachers put the developed instructional design into practice. On the one hand, to explore the teachers how to use this instructional design and what problems they encountered and how to response. On the other hand, to explore the students how they learn in the process and what kind of problems they encountered. Finally, to explore what the challenges and opportunities regarding the history-literacy approach in high school history instruction, and to inquiry the role of textbooks in the history teaching and learning process.