國語文教科書是國内國小校園中普遍使用的語文教材。藉由高達美詮釋學的 分析，我們了解到意義和理解的走向是詮釋者和被詮釋對象在不斷變換整體與部 分的地位的關係中，相互交流意義、相互發生理解的過程。為了提升學生的學習 成就，培養學生主動學習、愛好語文的態度，課堂教學多以學生為中心取向，安 排國語課的設計與活動，以達到不同階段的能力指標。教師與學生對於教科書各 有不同的詮釋，必須透過師生的雙向互動，才能創造成功的學習歷程。在此，以 詮釋學的觀點來探討教師、學生以及教科書三者之間的相互理解的關係。

Chinese language textbooks are widespread uses in our language teaching in elementary school. By Gadamer's hermeneutics, we understand how the meaning and understanding how it works. They are relationship of whole and part,changing between the interpreter and the interpreted object.They are the process of mutual meaning exchange and mutual understanding. In order to improve student's achievement, student's active learning and student's language-loving attitude, classroom instruction are more student-centered orientation .And arrangements Chinese lessons and activities designed to achieve the ability to reach different stages. Teachers and students have different interpretations for textbooks. In order to create a successful learning process,there must be two-way interaction of teachers and students. In view of hermeneutics, the essay explore mutual understanding between the three relationships of the teachers, students, and textbooks.