「家庭」是國小社會課程的重要主題，本研究旨在分析64年版、82年版和九年一貫三個時期社會教科書的家庭單元內容，探究家庭型態和家庭文化如何再現漢人文化、父系社會和異性戀常規。研究發現，橫跨40年國小社會教科書中的家庭概念僅微幅修改，強調「父系血緣、父慈子孝、慎終追遠」的家庭意識形態仍為主導。雖然九年一貫後期教科書加入多元家庭型態和多元文化家庭的內容，但僅點綴式出現，難以培養學生尊重關懷文化多樣性和家庭多樣性的能力。不同時期的家庭型態和家庭文化皆遵循著漢人╱父系╱異性戀的架構生成，即便現今的家庭型態相當多元，伴隨的家庭倫理也在改變，但卻未影響不同時期社會教科書呈現的家庭規範。本研究提出發展多元家庭內容的兩點建議：一是解構優勢團體宰制的主流家庭知識，理解以漢人╱父系╱異性戀為唯一家庭架構可能造成的不平等，有助於教科書編寫者將多元交織的家庭觀點納入課本的圖文。二是教科書應適時呈現多元家庭所面臨的複雜倫理議題，並協助教師和學生透過多元文化的視角，嘗試瞭解漢人以外的家庭文化、非父系社會的家庭圖像，以及非異性戀核心家庭的生活型態，體現「多元乃是常態」的概念。

Family is an important topic in elementary school social studies textbooks. As our schools and classrooms become increasingly diverse, the task of teaching all students in a spirit of inclusivity will be a challenge to educators. The purpose of this study was to analyze the depiction of family in textbooks during three periods, namely the periods governed by the 1975 Curriculum Guidelines, the 1993 Curriculum Guidelines, and the Grades 1–9 Curriculum Guidelines (2000, 2003, 2008), and to explore how depictions of family patterns and cultures promote Han Chinese culture, patriarchy, and heteronormativity. The study determined that depictions of family in the social studies textbooks changed only slightly over 40 years. A family ideology emphasizing the blood relationship between the father and the son, fi lial piety, and ancestor worship dominated depictions. The textbooks produced per the Grades 1–9 Curriculum Guidelines have incorporated multiple family types and multicultural families, but the existence of minority or marginal types of family has been downplayed, making it diffi cult to develop students’ abilities to respect cultural diversity and family diversity. Even though family arrangements take many forms today, and the corresponding family ethics are changing, this reality has yet to notably affect the representation of family in modern social studies textbooks. This study proposes two ideas for developing content that highlights the variety of family types. One is to challenge and overcome dominant mainstream representations of family promoted by dominant social groups. Understanding and calling out the inequalities inherent in the entrenched modes of family promoted by social institutions, specifically the bias toward Han Chinese culture, patriarchy, and heteronormativity, could prompt textbook writers to present multiple perspectives textbook descriptions of family. Second, textbooks must do a better job of presenting the complex ethical issues faced by diverse families and help teachers and students to understand family cultures that diverge from the mainstream heteronormative, patriarchal, Han sociocultural model.