為追求和平發展，已有不少國家展開跨國共構歷史教材，從不同的觀點來 重塑歷史，以期增進相互理解、化解敵對關係、促成共存共榮。本研究首先探 討跨國共構歷史教材的意義，瞭解國際發展趨勢及其問題，再以中日韓學者在 2005 年共構《東亞三國的近現代史》歷史教材為例，透過訪談，瞭解教材發展 的緣起，並探討其共構教材形塑歷史知識的歷程與挑戰。研究發現跨國共構歷 史知識遭逢的挑戰包括：對戰爭本質與歷史人物的詮釋、歷史研究重點與方法 的差異、歷史名詞與文字使用的指涉、國情差異與民族情感的問題等。據此， 並從歷史記憶、政治意識型態、歷史教育三個層面，來批判反思歷史知識形塑 的議題，從而討論跨國形塑歷史知識對歧見化解與國際理解的可能。

Revisiting the past from different perspectives to enhance mutual understanding and to resolve conflicts for peace building become a focus recently, and many countries have started cross-national joint construction of history teaching materials. This paper first introduces its meaning, trends, and possible challenges of constructing these materials. Secondly, interview data were collected from several history scholars in China, Japan, and Korea, who have been joining this project A History to Open the Future. Major arguments and issues emerged were then raised and further discussed. Considerable critical issues shown are on interpretations of the nature of war and historical figures, differences of historical research priorities and methods, historical terms and the use of language tone, differences in national sentimentality, etc. This paper finally reflects on some issues from the three aspects: historical memory, political ideology, and history education. Further discussions on possible promises from the efforts devoted to this cross-national construction of history knowledge were carried out with a hope that more enhancement of conflict resolution and international understanding could be reached in the coming era.