Although “historical thinking” has become one of the important aims in thehistory curriculum in Taiwan, little research has concerned about the related issues such as definition, textbooks, students' ideas and the practical teaching. This study aims to explore the issue of teaching and learning historical thinking in senior high schools. The main focus is to explore teachers’ understandings of historical thinking and the implications in real history classrooms. This study was conducted by case study with two history teachers in senior high schools. The research method was mainly interviews and classroom observations. One history teacher in England was also interviewed and her classes were observed for comparison. The result of this study showed that although the teachers in Taiwan recognized the importance of developing history thinking in history teaching, their teaching did not show explicitly the related content and focus. Compared with them, the history classes in England showed much stronger emphasis on historical thinking in general.
