全球化脈絡下，跨文化溝通日益頻繁，教科書跨國對話之推展與建構，有 助於減少誤解與衝突，裨益國際理解與和平。本研究主要透過文獻與文件分析， 探討1919 至1969 這50 年間的國際教科書對話的發展背景，並聚焦在國際組織 的努力，如聯合國教科文組織、歐洲理事會及Georg Eckert 國際教科書研究中 心等組織或機構。研究發現，雖有國際組織的角色、政府介入的程度、教科書 建議的政治性、自由採納與語言等問題值得思索，然而跨國教科書對話有助於 改善文本敘寫、減低偏見與刻板印象、提高理解與和平意識，有其時代意義與 價值，且其教科書研討合作、整合資源等修訂與運作機制與經驗，對精進我國 的教科書內容有實務上的啟發。

In the context of globalization and in frequent contacts with culture intercourse, setting up and developing a link for cross-national textbooks and related dialogues play an important role to promote international understanding and peace keeping. This study aims to explore the development of cross-border dialogues and cooperations on textbooks through literature review and document analysis. Focusing on the efforts contributed by international organization, such as UNESCO, the Council of Europe, and Georg Eckert Institute for International Textbook Research. The research findings show that although issues, including the role played by international organizations, the degree to which governments intervened, the political nature recommended by textbooks, the freedom to adopt contents and languages are worth to be considered with cross-national dialogues. These have helped improve text narratives, reduced bias and stereotype, and increased understanding and peace keeping. It has a significant value for the time, and the experience and mechanism derived from revising and engaging in this study and the cooperation on textbooks, as well as the integration of resources, can be drawn upon in seeking to improve textbooks and teaching materials in the future.