從高中歷史課綱中，可以看出培養學生審視歷史議題、分析價值性問題、培養歷史思維之企圖，然對國內歷史教科書具挑戰的部分是，教科書如何書寫或呈現具價值性的歷史議題、處理倫理面向的歷史思維。有鑑於此，本研究以德法共編的高中歷史教科書「第二次世界大戰的記憶」一章為例，採教育批評取徑，以Seixas與Morton（2013）提出的倫理面向為分析架構，探討德法共同教科書如何記憶二戰，研究發現其教材設計之特色，包括從時間軸縱貫探討事件的記憶演變、運用大眾記憶的歷史題材拉近歷史與記憶的距離、透過問題設計討論倫理正義的議題，最後本文提出對臺灣歷史教育的反思。

High school history curriculum guidelines provide opportunities to cultivate students’ ability to examine historical issues, analyze value problems, and develop historical thinking. However, it remains challenging for textbook publishers in Taiwan to present historical issues concerning value judgment and cultivate students’ historical thinking in the ethical aspect. This research takes an educational criticism approach, with an example of the chapter “Memory of the Second World War” from the German-Franco Joint History Textbook for High Schools. The analytic framework of this research is the ethical dimension proposed by Seixas and Morton (2013), and the framework is adopted to analyze how the German-Franco joint textbooks recollect the Second World War and design the teaching materials. This research analyzes how these textbooks approach changes in the memory of an event through the diachronic timeline, use historical topics in public memory to bridge the distance between history and memory, and discuss ethical and justice issues through inquiry design. The analysis will serve as a reference for textbook editors and teachers. Finally, this research provides a reflection on Taiwan's history education.